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The nature of science
No full textIn the UK, most university students who study science are taught little explicitly about the nature of science. And yet the science National Curriculum in England requires pupils to be taught about ‘working scientifically’. Perhaps unsurprisingly, research evidence suggests that most pupils leave school with a somewhat partial knowledge of this area of science. This unit explains what is meant by the terms ‘working scientifically’ and ‘the nature of science’. It looks at whether science always proceeds by the objective and rigorous testing of hypotheses, or whether there are other factors at play in deciding whether one scientific view comes to hold sway within the scientific community over alternatives
Teaching Science Outside the Classroom
Get PDFThis chapter focuses on developing pedagogical support for helping students learn about controversial issues in the How Science Works section of the Science National Curriculum. It discusses how controversial issues can be defined, what is distinctive about their pedagogical demands, the knowledge and skills needed for discussing controversial issues, and exemplars of opportunities for exploring controversial issues in the context of How Science Works
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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