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    Teaching scientific explanation and argumentation in a post-truth era

    84550.pdf (1.348Mb)
    Access Status
    Open access
    Authors
    Tang, Kok-Sing
    Date
    2021
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Tang, K.-S. 2021. Teaching scientific explanation and argumentation in a post-truth era. Scan. 40 (4): pp. 16-20.
    Source Title
    Scan
    Additional URLs
    http://creativecommons.org/licenses/by-nc-nd/4.0/
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/84706
    Collection
    • Curtin Research Publications
    Abstract

    Science education is currently facing an unprecedented crisis. We are now living in a posttruth period where basic facts are contested by fake news and conspiracy theories. As public trust in science is declining, the goal of scientific literacy will increasingly be more important. The emphasis of science education in K-12 needs to shift from knowledge acquisition to a deeper appreciation of the nature of science that generates our knowledge of the world. After all, the challenge in an information age is not whether children know about the solar system, evolution, virus, climate change or any information that can be found easily on the internet. Rather, the challenge is to engage children in developing scientific habits of mind that could critically evaluate information based on sound reasoning and evidence.

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