THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE

TitleTHE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE
Publication TypeJournal Article
Year of Publication2021
AuthorsPark, J, Yoon, H-G, Kim, M, Jho, H
JournalJournal of Baltic Science Education
Volume20
Issue5
Start Page840-856
PaginationContinuous
Date PublishedOctober/2021
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsevidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence
Abstract

Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students’ science learning in more authentic ways.

URLhttp://oaji.net/articles/2021/987-1633680841.pdf
DOI10.33225/jbse/21.20.840
Refereed DesignationRefereed
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