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The atheoretical nature of the national science education standards
Author(s) -
Shiland Thomas W.
Publication year - 1998
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199809)82:5<615::aid-sce5>3.0.co;2-c
Subject(s) - scientific literacy , science education , construct (python library) , nature of science , epistemology , philosophy of science , natural (archaeology) , overconfidence effect , scientific theory , literacy , sociology , mathematics education , psychology , pedagogy , social psychology , computer science , philosophy , archaeology , history , programming language
This article argues that the National Science Education Standards is an atheoretical document because it fails to: (1) prescribe specific scientific theories worth knowing; (2) define the role of scientific theories in science literacy; and (3) outline a theoretical framework to conduct research on the inquiry method. The respective consequences of this atheoretical approach are: (1) a distortion of scientific knowledge; (2) an overconfidence in the ability of students to construct logical explanations for natural phenomena, that is, to invent theories; (3) a slowing of the advance of science education by not providing a theoretical framework in which to do research. An alternative definition of science literacy is suggested which states that science literacy is the ability to use the commonly accepted theories of science to explain everyday phenomena. © 1998 John Wiley & Sons, Inc. Sci Ed 82: 615–617, 1998.