Journal ArticleDOI
Science as Social Knowledge. Values and Objectivity in Scientific Inquiry
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This article is published in Journal of Nervous and Mental Disease.The article was published on 1990-10-01. It has received 558 citations till now. The article focuses on the topics: Objectivity (science) & Hard and soft science.read more
Citations
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The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction
Clark A. Chinn,William F. Brewer +1 more
TL;DR: In this article, a detailed analysis of the ways in which scientists and science students respond to anomalous data is presented, giving special attention to the factors that make theory change more likely.
Journal ArticleDOI
Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
TL;DR: In this paper, the authors aimed to review and assess the effectiveness of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS) by using science process-skills instruction or engagement in science-based inquiry activities.
The Validity Issue in Mixed Research
TL;DR: In this article, Tashakkori and Teddlie's (2003, 2006) evaluation criteria frameworks involving the concept of inference quality are summarized and nine types of legitimation are described.
Journal ArticleDOI
Resilience thinking meets social theory: Situating social change in socio-ecological systems (SES) research
TL;DR: In this article, the authors argue that the extension of resilience notions to society has important limits, particularly its conceptualization of social change, and suggest that critically examining the role of knowledge at the intersections between social and environmental dynamics helps to address normative questions and to capture how power and competing value systems are not external to, but rather integral to the development and functioning of SES.
Journal ArticleDOI
Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations
TL;DR: Model-Based Inquiry (MBI) as mentioned in this paper is a system of activity and discourse that engages learners more deeply with content and embodies five epistemic characteristics of scientific knowledge: that ideas represented in the form of models are testable, revisable, explanatory, conjectural, and generative.
References
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Journal ArticleDOI
Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
TL;DR: In this paper, the authors aimed to review and assess the effectiveness of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS) by using science process-skills instruction or engagement in science-based inquiry activities.
The Validity Issue in Mixed Research
TL;DR: In this article, Tashakkori and Teddlie's (2003, 2006) evaluation criteria frameworks involving the concept of inference quality are summarized and nine types of legitimation are described.
Journal ArticleDOI
Resilience thinking meets social theory: Situating social change in socio-ecological systems (SES) research
TL;DR: In this article, the authors argue that the extension of resilience notions to society has important limits, particularly its conceptualization of social change, and suggest that critically examining the role of knowledge at the intersections between social and environmental dynamics helps to address normative questions and to capture how power and competing value systems are not external to, but rather integral to the development and functioning of SES.
Journal ArticleDOI
Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations
TL;DR: Model-Based Inquiry (MBI) as mentioned in this paper is a system of activity and discourse that engages learners more deeply with content and embodies five epistemic characteristics of scientific knowledge: that ideas represented in the form of models are testable, revisable, explanatory, conjectural, and generative.
Journal ArticleDOI
Inductive Risk and Values in Science
TL;DR: Although epistemic values have become widely accepted as part of scientific reasoning, non-epistemic values are largely relegated to the "external" parts of science (the selection of hypothes... as mentioned in this paper.