One of my publications is:
Taber, K. S., Billingsley, B., & Riga, F. (2020). Student perceptions of the knowledge generated in some scientific fields. School Science Review, 102(378), 65-70.
This article derived from work in the LASAR (Learning about Science and Religion) Project.
(Read about 'the LASAR Project')
Abstract:
Secondary-age students were asked about some science-related careers, using an 'interviews-about-scenarios' technique. This article reflects on students' comments relating to the nature of scientific knowledge. Some comments reflected the aim of science as a means to better understand the world and our place in it. Other comments reflected perceptions of the possibility of applying scientific knowledge to engineer change – something that had great benefits, but also risks. There was also evidence that some students might hold misleadingly positivistic notions about scientific knowledge that may distort perceptions of some areas of scientific work.
Contents:
- The nature of scientific knowledge
- Representing epistemology in the science curriculum
- Student perceptions of science- based careers
- The context of the interviews
- Findings: student comments relating to scientific knowledge
- Powerful knowledge: applying scientific knowledge to engineer the world
- Fascination: scientific knowledge helps us understand the big questions
- Alternative conceptions of the nature of scientific knowledge
- Discussion
