Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England.
Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England.
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DOI：
10.1007/s43545-021-00243-1
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Nassaji M
中科院分区：
文献类型：
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作者：
Billingsley B;Heyes JM;Nassaji M
在整个2020年和2021年初，科学和科学家对抗击Covid-19的贡献一直是媒体关注的焦点，使公众以前所未有的方式了解科学进程。这次大流行突出表明，科学家必须与其他学科合作，为思考一个复杂的、不断演变的现实问题提供信息。这引起了人们对最近在英国和国际上对课程改革的关注，这些改革整合了认识论的洞察力（关于知识的知识，包括什么是学科以及它们如何相互作用），对学校的科学教学具有重要意义。我们介绍了英国15 - 17岁学生参加的关于大流行期间科学作用的两个探索性讲习班的研究结果。我们发现，研讨会为学生提供了空间，让他们开始发展关于科学如何在与其他学科的对话中为决策提供信息的认知洞察力。我们提出建议，提出教学方法，使用真实的、复杂的、现实世界的问题来解决有关科学本质的理解、错误信息、信任和科学参与的问题。
The contributions of science and scientists to combatting Covid-19 have been at the forefront of media attention throughout 2020 and early 2021, exposing the public to the processes of science in an unprecedented manner. The pandemic has highlighted the necessity of scientists working collaboratively with other disciplines in informing thinking about a complex, evolving real-world problem. This draws attention to recent efforts, both in the UK and internationally, towards curriculum reform integrating epistemic insight (knowledge about knowledge, including about what disciplines are and how they interact), with significant implications for the teaching of science in schools. We present findings from two exploratory workshops with 15–17-year-old students in England on the role of science during the pandemic. We found that the workshops provided space for students to begin to develop epistemic insight regarding how science informs decision-making in dialogue with other disciplines. We make recommendations proposing pedagogical approaches using live, complex, real-world problems to address issues around understandings of the nature of science, misinformation, trust and participation in science.