How history of science informs individual development of scientific reasoning and supports a reflective perspective thereon

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Per Kind, at our October workshop, put forward the idea that informative parallels can be drawn between the development of science-knowledge across chronological time, i.e. the history of science, and the development of scientific reasoning within the individual, across developmental time. This opens up an indirect way of how studying Grosseteste and his time can help us improve science teaching: by analysing the succession of methods and processes that have characterised science across the centuries, maybe we can learn about how scientific reasoning develops across childhood and adolescence and about the factors that drive this development. In this way, the Grosseteste project could make important theoretical contributions to our models of how reasoning skills develop. From these models, we could then infer which specific cognitive caveats need to be tackled at different stages of the learning process, and this would have general implications for how we teach science across different age groups. Continue reading

How Grosseteste could help in conveying a ‘grasp of scientific practice’

In recent years science education has moved progressively further away from teaching students scientific facts towards conveying an understanding of how science works, or of the Nature of Science (NOS). One attempt in this respect has been to define a set of necessary and sufficient criteria that distinguish good from bad scientific inquiry, and to then transmit these to students in the form of declarative knowledge. Continue reading