More from the Horse’s Mouth: What scientists say about science as a social practice

By Siu Ling Wong, D. Hodson. 2010

143 citations recorded by the source corpus.

This research study sought to identify prominent features of the nature of science (NOS) embedded in authentic scientific inquiry. Fourteen well‐established scientists from different parts of the world, working in experimental or theoretical research, in both traditional fields such as astrophysics and rapidly growing research fields such as molecular biology, participated as the informants of the study. The descriptions of their practices revealed eight prominent categories of NOS features. In an earlier paper of ours, we have reported four categories under the two themes: (1) the methods of scientific investigation and (2) the role and status of scientific knowledge. In this paper, we focus on the remaining four categories under the theme: social dimensions of science. Scientists’ descriptions of their practices have ‘put some flesh on the bones’ of the assertion that science is socially and culturally embedded. These descriptions also have considerable potential for development into interesting case studies as teaching resources to enhance and enrich students’ understanding of NOS.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/42b47081459b9617dbe4b5b0c83a2f9cca413d82

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry (2014, background): “…or do not care about, the audience for which these learning goals are designed (Allchin 2011; Matthews 2012; Irzik and Nola 2011; Sandoval 2005; Wong and Hodson 2009, 2010), as well as the over 50 years of research related to learning about nature of scientific knowledge and scientific inquiry…”
Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods (2014, background): “It is for this reason that NOS-oriented research needs to study the work of scientists active at the frontier of knowledge generation (Schwartz & Lederman, 2008; Wong & Hodson, 2009, 2010).”