TY - JOUR
T1 - Beyond Construction
T2 - Five arguments for the role and value of critique in learning science
AU - Henderson, Joseph
AU - MacPherson, Anna
AU - Osborne, Jonathan
AU - Wild, Andrew
N1 - Publisher Copyright:
© 2015 Taylor & Francis.
PY - 2015/7/3
Y1 - 2015/7/3
N2 - This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science.
AB - This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science.
KW - Argumentation
KW - Questioning
KW - Reasoning
UR - http://www.scopus.com/inward/record.url?scp=84930929929&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84930929929&partnerID=8YFLogxK
U2 - 10.1080/09500693.2015.1043598
DO - 10.1080/09500693.2015.1043598
M3 - Article
AN - SCOPUS:84930929929
SN - 0950-0693
VL - 37
SP - 1668
EP - 1697
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 10
ER -