Putting sociology first-reconsidering the role of the social in 'nature of science' education

Science and Education

Volumn 18, Issue 5, 2009, Pages 525-559

  Zemplén, Gábor Á ^a  

^a BUDAPEST UNIVERSITY OF TECHNOLOGY AND ECONOMICS   (Hungary)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 67650122688     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1007/s11191-007-9125-3     Document Type: Article

References (90)

1. Alchin N (2003a) Theory of knowledge - teacher's book. John Murray, London
2. Alcnin N (2003b) Theory of knowledge. John Murray, London
3. Allchin D (1999) Do we see through a social microscope? Credibility as a vicarious selector. Philos Sci 60(Proceedings):S287-S298
4. Allchin D (2003) Should the sociology of science be rated X? Sci Educ 88:934-946
5. Bailin S (2002) Critical thinking and science education. Sci & Educ 11 (4):361-375
6. Behe MJ (1996) Darwin's black box: the biochemical challenge to evolution. Free Press, New York
7. Behe MJ (2001) Reply to my critics: a response to reviews of Darwin's black box: the biochemical challenge to evolution. Biol Philos 16(5):683-707
8. Bell R, Abd-El-Khalick F, Lederman NG, McComas WF, Matthews MR (2001) The nature of science and science education: a bibliography. Sci & Educ 10(1-2):187-204
9. Bloor D (1976) Knowledge and social imagery. Routledge & Kegan Paul, London
10. Bloor D (1991) Knowledge and social imagery, 2nd edn. University of Chicago Press, Chicago
11. Bloor D (1999) Anti-Latour. Stud Hist Philos Sci 30(1):81-112
12. Bottaro A, Inlay MA, Matzke NJ (2006) Immunology in the spotlight at the Dover 'intelligent design' trial. Nat Immunol 7(5):433-435
13. Bunge MA (1982) Demarcating science from, pseudo-science. Fundam Sci 3(3/4):369-388
14. Cole SA (2006) Witnessing creation. Soc Stud Sci 36(6):855-860
15. Collins HM (1985) Changing order: replication and induction in scientific practice. Sage, London
16. Collins HM (2001) A Martian sends a postcard home. In: Labinger JA, Collins H (eds) The one culture? A conversation about science. University of Chicago Press, Chicago, pp 156-166
17. Collins HM, Evans R (2002) The third wave of science studies: studies of expertise and experience. Soc Stud Sc 32(2):235-296
18. Davson-Galle P (2004) Philosophy of science, critical thinking and science education. Sci & Educ 13(6):503-517
19. Dembski W, Ruse M (eds) (2004) Debating design: from Darwin to DNA. Cambridge University Press, Cambridge
20. Derksen AA (1993) The seven sins of pseudo-science. J Gen Philos Sci 24(1):17-42
21. Donnelly J (2002) Instrumentality, hermeneutics and the place of science in the school curriculum. Sci & Educ 11(2):135-153
22. Duhem P (1954) The aim and structure of physical theory. Princeton University Press, Princeton Editorial (2005) Do or die for design. Nature 437(29 Sept):596
23. Edmond G, Mercer D (2006) Anti-social epistemologies. Soc Stud Sci 36(6):843-853
24. Facione PA (1990) Critical thinking: a statement of expert consensus for purpose of educational assessment and instruction. American Philosophical Association. (ERIC Document Reproduction Service No. ED 315 423)
25. Fawkes D, O'Meara B, Weber D, Flage D (2005) Examining the exam: a critical look at the California critical thinking skills test. Sci & Educ 14(2): 117-135
26. Fuller S (2006) A step toward the legalization of science studies. Soc Stud Sci 36(6):827-834
27. Galili I, Hazan A (2001) Experts' views on using history and philosophy of science in the practice of physics instruction. Sci & Educ 10:345-367
28. Gewin V (2005) Scientists attack Bush over intelligent design. Nature 436(11 August):761
29. Gieryn TF (1999) Cultural boundaries of science: credibility on the line. University of Chicago Press, Chicago
30. Goldman A (2001) Experts: which ones should you trust? Philos Phenomenol Res 63:85-109
31. Good R, Shymansky J (2001) Nature-of-science literacy in benchmarks and standards: post-modern/ relativist or modern/realist? Sci & Educ 10(1-2):173-185
32. Gregory J, Miller S (1998) Science in public: communication, culture, and credibility. Plenum, New York
33. Gregory J, Miller S (2001) Caught in the crossfire? The public's role in the science wars. In: Labinger JA, Collins H (eds) The one culture? A conversation about science. University of Chicago Press, Chicago, pp 61-72
34. Griffin D, Kahneman D, Gilovich T (2002) Heuristics and biases: the psychology of intuitive judgment. Cambridge University Press, Cambridge
35. Hardwig J (1985) Epistemic dependence. J Philos 82:335-349
36. Harré R, Krausz M (1996) Varieties of relativism. Blackwell, Oxford
37. Holyoak KJ, Morrison RG (2005) The Cambridge handbook of thinking and reasoning. Cambridge Uni-versity Press, Cambridge
38. Hull DL (2001) Michael Ruse and his fifteen years of booknotes - for better or for worse. Biol Philos 16:423-435
39. Irzik G, Irzik S (2002) Which multiculturalism? Sci & Educ 11(4):393-403
40. Izquierdo-Aymerich M, Adúriz-Bravo A (2003) Epistemological foundations of school science. Sci & Educ 12(1):27-43
41. Jasanoff S (2002) Breaking the waves in science studies. Soc Stud Sci 33(3):389-400
42. Kahneman D, Tversky A (2000) Choices, values, and frames. Russell Sage Foundation/Cambridge University Press, New York/Cambridge
43. Kahneman D, Slovic P, Tversky A (1982) Judgment under uncertainty: heuristics and biases. Cambridge University Press, Cambridge
44. King PM, Kitchener KS (1994) Developing reflective judgment. Jossey Bass, San Francisco
45. Kragh H (1998) Social constructivism, the gospel of science, and the teaching of physics. Sci & Educ 7(3):231-243
46. Lambert K (2006) Fuller's Folly, Kuhnian paradigms, and intelligent design. Soc Stud Sci 36(6):835-842
47. Latour B (1999) For David Bloor... and beyond: a reply to David Bloor's 'anti-Latour'. Stud Hist Philos Sci 30(1):113-129
48. Latour B (2004) The last critique. Harper's Magazine (April): 15-20
49. Laudan L (1982) Commentary: science at the bar - causes for concern. Sci Technol Human Values 7(41): 16-19
50. Laudan L (1983) The demise of the demarcation problem. In: Laudan L (ed) Physics, philosophy and psychoanalysis. Reidel, Dordrecht, pp 111-128
51. Lederman NG, Wade PD, Bell RL (1998) Assessing the nature of science: what is the nature of our assessments? Sci & Educ 7(6):595-615
52. Lewens T (2006) Flagellant priests. Biol Philos 21:411-421
53. Lynch M (2006) From Ruse to Farce. Soc Stud Sci 36(6):819-826
54. Matthews MR (2004) Reappraising positivism, and education: the arguments of Philipp Frank and Herbert Feigl. Sci & Educ 13(1-2):7-39
55. McClenon J (1985) Deviant science: the case of parapsychology. University of Pennsylvania Press, Pennsylvania
56. McComas WF (2000) The nature of science in science education: rationales and strategies. Kluwer, Dordrecht
57. McComas WF, Almazroa H, Clough MP (1998) The nature of science in science education: an introduction. Sci & Educ 7(6):511-532
58. McErlean J (2000) Philosophies of science: from, foundations to contemporary issues. Wadsworth, Belmont Mellar F (2003) Between feet and fiction: demarcating science from non-science in popular physics books. Soc Stud Sci 33(4):509-538
59. Neurath O (1913) Die Verirrten des Cartesius und das Auxiliarmotiv (Zur Psychologie des Entschlusses). Jahrbuch der Philosophischen Gesellschaft an der Universität zu Wien 1913:45-59
60. Nott M, Wellington J (1998) Eliciting, interpreting and developing teachers' understandings of the nature of science. Sci & Educ 7(6):579-594
61. Oreskes N (2007) The scientific consensus on climate change: how do we know we are not wrong? In: DiMento JFC, Doughman PM (eds) Climate change - what it means for us, our children, and our grandchildren. MIT Press, Cambridge, pp 65-100
62. Pels D (1996) The politics of symmetry. Soc Stud Sci 26 (2, Special Issue on The Politics of SSK: Neutrality, Commitment and Beyond):277-304
63. Pennock RT (2002) Should creationism be taught in the public schools? Sci & Educ 11(2):111-133
64. Pickering A (ed) (1992) Science as practice and culture. University of Chicago Press, Chicago
65. Pickering A (2007) Culture, science studies, and technoscience. In: Bennett T, Frow J (eds) The Sage handbook of cultural analysis. Sage, London
66. Polanyi M (1958) Personal, knowledge. Routledge and Kegan Paul, London
67. Popper KR (1988) Darwinism as a metaphysical research program. In: Ruse M (ed) But is it science? Prometheus Books, Buffalo, pp 144-155
68. Quine WvO (1951) Two dogmas of empiricism. Philos Rev 60:20-43
69. Rudner R (1953) The scientist qua scientist makes value judgements. Philos Sci 20(1): 1-6
70. Ruse M (1982) Creation-science is not science. Sci Technol. Human Values 7(40):72-78
71. Schickore J, Steinle F (2006) Revisiting discovery and justification. Historical and philosophical perspec-tives on the context distinction, Archimedes, vol 14. Springer, Berlin
72. Scott P, Richards E, Martin B (1990) Captives of controversy: the myth of the neutral social researcher in contemporary scientific controversies. Sci Technol Human Values 15(4):474-494
73. Shapin S (1994) A social history of truth: civility and science in seventeenth-century England, science and its conceptual foundations. University of Chicago Press, Chicago
74. Shapin S (2001) How to be antiscientific. In: Collins HM (ed) The one culture? A conversation about science. University of Chicago Press, Chicago, pp 99-115
75. Slezak P (1994) Sociology of scientific knowledge and science education. Sci & Educ 3:265-294, 329-355
76. Smith MU, Siegel H (2004) Knowing, believing, and understanding: what goals for science education? Sci & Educ 13(6):553-582
77. Sober E (2000) Philosophy of biology, 2nd edn. Westview Press, Oxford
78. Sober E (2007) What is wrong with intelligent design? Q Rev Biol 82(1):3-8
79. Solbes J, Traver M (2003) Against a negative image of science: history of science and the teaching of physics and chemistry. Sci & Educ 12(7):703-717
80. Solomon M (2001) Social empiricism. The MIT Press, Cambridge
81. Taylor CA (1996) Defining science - a rhetoric of demarcation. The University of Wisconsin Press, Madison
82. Thagard PR (1.978) Why astrology is a pseudoscience. In: Hacking I (ed) PSA, vol 1. Philosophy of Science Association, East Lansing, pp 223-234
83. van de Lagemaat R (2005) Theory of knowledge - for the IB diploma. Cambridge University Press, Cambridge Voss JF, Segal JW, Perkins DN (1991) Informal reasoning and education. Lawrence Erlbaum Associates, Hillsdale
84. Wallis R (ed) (1979) On the margins of science: the social construction of rejected knowledge, sociological review monograph, no. 27. Keele University Press, Keele
85. Weiler T (1985) Science made stupid: how to discomprehend the world around us. Houghton Mifflin Company
86. Woolman M (2000) Ways of knowing. IBID Press, Australia
87. Wynne B (1991) Knowledges in context. Sci Technol Human Values 16:111-121
88. Zemplén GÁ (2007a) Conflicting agendas: critical thinking versus science education in the International Baccalaureate Theory of Knowledge course. Sci & Educ 16(2):167-196
89. Zemplén GA (2007b) The nature of science in the classroom - sociology to the rescue? In: Heering P, Osewold D (eds) Constructing scientific understanding through contextual teaching. Frank & Timme, Berlin, pp 319-338
90. Ziman J (1991) Public understanding of science. Sci Technol Human Values 16:99-105