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Journal of Science Teacher Education
Published in: Journal of Science Teacher Education 2/2014

01-03-2014

Teaching Scientific Practices: Meeting the Challenge of Change

Author: Jonathan Osborne

Published in: Journal of Science Teacher Education | Issue 2/2014

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Abstract

This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of science better represents contemporary understanding of nature of science as a social and cultural practice. Second, it argues that the adopting a framework of practices will enable better communication of meaning amongst professional science educators. This, in turn, will enable practice in the classroom to improve. Finally, the implications for teacher education are explored.
previous article Planning Instruction to Meet the Intent of the Next Generation Science Standards
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Footnotes
1
emphasis added.
 
2
Abductive arguments are also known as retroductive arguments.
 
4
In one sense, any of these activities could be said to be ‘doing science’. In this chapter, the term ‘doing science’ is used to refer to the act of engaging in empirical inquiry.
 
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Metadata
Title
Teaching Scientific Practices: Meeting the Challenge of Change
Author
Jonathan Osborne
Publication date
01-03-2014
Publisher
Springer Netherlands
Published in
Journal of Science Teacher Education / Issue 2/2014
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI
https://doi.org/10.1007/s10972-014-9384-1

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