One of my publications is:
Taber, K. S. (2017). Beliefs and science education. In K. S.Taber & B.Akpan (Eds.), Science Education: An International Course Companion (pp. 53-67). Rotterdam: Sense Publishers.
Contents:
- Introduction
- Beliefs and commitments
- Things that students might believe
- Is science a factual subject?
- Things that are no longer true
- Belief
- What is meant by belief
- Metaphysical commitments
- Metaphysical commitments of science
- Scientific values
- Scientism and materialism
- Students' beliefs and learning science
- Alternative conceptions of natural mechanisms
- Religious beliefs that may be compatible with science
- Beliefs in supernatural mechanisms that compete with science
- Teaching Science as Theoretical Knowledge
- Conclusions
"There are many things we teach in science that students might go away from science lessons 'believing'. They might believe that:
- the pH of a strong acid is 1
- pure water has a pH of 7
- the methane molecule is a tetrahedral shape
- the Sun gives out light and heat
- ionic bonds form when metal atoms donate electrons to non-metal atoms
- the molecule ATP has energy-rich phosphate bonds
- a child gets their genes from their two parents equally
- the particles in solids are tightly packed with no space between them
- oxidation is the addition of oxygen or the loss of hydrogen
- everything is made of atoms
The reader might wish to pause at this point and consider their own response to each of these statements. You might consider:
- Which, if any, of these statements are worthy of belief?
- Would you want your students to believe all, or some, of these statements?
- Are there any statements here that you would be concerned about your students believing?"
