Portraying Science Accurately in Classrooms: Emphasizing Open-Mindedness Rather Than Relativism

• Published in: Journal of research in science teaching Vol. 37; no. 3; pp. 225 - 236
• Main Authors: Harding, Patricia, Hare, William
• Format: Journal Article
• Language: English
• Published: New York John Wiley & Sons, Inc 01.03.2000; Wiley
• Subjects: Classrooms; Constructivism (Learning); Curriculum subjects: programmes and methods; Educational sciences; Exact and natural sciences; Higher Education; Honesty; Philosophy; Relevance (Education); Science Education; Teaching Methods; Time; Epistemology; Science Education; Theory; Knowledge; Constructivism
• ISSN: 0022-4308; 1098-2736
• DOI: 10.1002/(SICI)1098-2736(200003)37:3<225::AID-TEA1>3.0.CO;2-G

Constructivist science education typically presents a relativist image of scientific knowledge that is not shared by scientists. Truth and time are defined differently by scientists than by postmodern observers of science; a theoretical definition of truth is often applied to scientific knowledge within science education, whereas a practical definition, supported by evidence, is used within science. Similarly, time is sometimes taken out of context within science education when scientific concepts that have developed slowly and are well accepted by scientists are treated as though they were tentative. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 225–236, 2000.