Teaching the nature of science through scientific errors

By D. Allchin. 2012

104 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Molecular Biology

View Paper: https://www.semanticscholar.org/paper/0f283ead8888088002b322f266dc69cd3d4bf552

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Baram‐Tsabari
2. Jonathan Osborne
3. P. Kind
4. Aviv J. Sharon
5. Anat Yarden
6. Katherine L. McNeill
7. V. Dawson
8. Christine Chin

In Education

1. A. Baram‐Tsabari
2. Jonathan Osborne
3. J. Henderson
4. Anna MacPherson
5. A. Wild
6. P. Kind
7. Aviv J. Sharon
8. Anat Yarden

In Molecular Biology

1. A. Baram‐Tsabari
2. P. Kind
3. Aviv J. Sharon
4. Jonathan Osborne

Citations in the corpus

• Can science literacy help individuals identify misinformation in everyday life? (2020, background): “Similarly, scientific experts' enactments of intellectual virtues can be derived from the history of scientific errors and the ways they were found and remedied (Allchin, 2012).”
• Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “As Allchin (2012) has cogently argued, “students also need to learn how science can go wrong” (p. 905, emphasis in original) and that establishing error is scientific work that can also help to deepen student understanding.”
• Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Indeed, as Allchin (2012) argues, ‘If the goal is to teach “how science works”, then it seems equally important to teach, on some occasions, how science does not work’ (p. 904) contending that ‘students also need to learn how1 science can go wrong’ (p. 905) and that the study of error would help to…”