Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/6901
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Coll, RK | en |
dc.contributor.author | Lay, MC | en |
dc.contributor.author | Taylor, Neil | en |
dc.date.accessioned | 2010-11-19T16:23:00Z | - |
dc.date.issued | 2008 | - |
dc.identifier.citation | Eurasia Journal of Mathematics, Science and Technology Education, 4(3), p. 3-11 | en |
dc.identifier.issn | 1305-8223 | en |
dc.identifier.issn | 1305-8215 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/6901 | - |
dc.description.abstract | Scientific literacy is explored in this paper which describes two studies that seek to understand a particular feature of the nature of science; namely scientists' habits of mind. The research investigated scientists' views of scientific evidence and how scientists judge evidence claims. The first study is concerned with scientists' views of what constitutes superstitious beliefs. The second concerned potential conflicts between scientific theories and evidence, and religious beliefs. The research findings suggest that these scientists, unlike their stereotype, hold idiosyncratic views of what constitutes good scientific evidence and sound, credible testimony. The interviews provide a window into scientific thinking as practiced by modern scientists, and suggest that the scientists are rather more open to alternative thinking than might be supposed. The implications of these findings are discussed in the context of their implications for scientific literacy. | en |
dc.language | en | en |
dc.publisher | Eurasia Publishing House | en |
dc.relation.ispartof | Eurasia Journal of Mathematics, Science and Technology Education | en |
dc.title | Scientists and Scientific Thinking: Understanding Scientific Thinking Through an Investigation of Scientists Views About Superstitions and Religious Beliefs | en |
dc.type | Journal Article | en |
dc.subject.keywords | Science, Technology and Engineering Curriculum and Pedagogy | en |
local.contributor.firstname | RK | en |
local.contributor.firstname | MC | en |
local.contributor.firstname | Neil | en |
local.subject.for2008 | 130212 Science, Technology and Engineering Curriculum and Pedagogy | en |
local.subject.seo2008 | 930202 Teacher and Instructor Development | en |
local.profile.school | School of Education | en |
local.profile.email | ntaylor6@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:6998 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 3 | en |
local.format.endpage | 11 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 4 | en |
local.identifier.issue | 3 | en |
local.title.subtitle | Understanding Scientific Thinking Through an Investigation of Scientists Views About Superstitions and Religious Beliefs | en |
local.contributor.lastname | Coll | en |
local.contributor.lastname | Lay | en |
local.contributor.lastname | Taylor | en |
dc.identifier.staff | une-id:ntaylor6 | en |
local.profile.orcid | 0000-0001-8438-319X | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:7062 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Scientists and Scientific Thinking | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.relation.url | http://www.ejmste.com/v4n3/EURASIA_v4n3_Coll.pdf | en |
local.search.author | Coll, RK | en |
local.search.author | Lay, MC | en |
local.search.author | Taylor, Neil | en |
local.uneassociation | Unknown | en |
local.year.published | 2008 | en |
Appears in Collections: | Journal Article School of Education |
Files in This Item:
File | Description | Size | Format |
---|
Page view(s)
1,002
checked on Mar 7, 2023
Download(s)
6
checked on Mar 7, 2023
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.