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Why educate “little scientists?” Examining the potential of practice-based scientific literacy by D. Kevin O'Neill; Joseph L. Polman is a Social Sciences article available to read on EtoBox.

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## Abstract In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands‐on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create “little scientists”—a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice‐based scientific literacy, arguing through three related empirical studies that taking the notion of “little scientists” seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project‐based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the pr

Who reads Why educate “little scientists?” Examining the potential of practice-based scientific literacy?

Author

D. Kevin O'Neill; Joseph L. Polman

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 0022-4308)

Published

2004

Language

EN

Field

Social Sciences