Abstract
Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011) calls these messages a companion story. In this article, we present a case study of high-profile Australian contemporary scientists to argue that there is a need to broaden the range of companion stories presented to students. A key companion story presently conveyed in schools is that the products of science are more important than the involvement of scientists in the construction of scientific knowledge. By contrast, the experiences and insights of the scientists in this case study shifts our understanding away from the idea that science is something that humans do—although that is true—to a deeper understanding that science is a discipline in which being human is important. We identify fresh companion stories that arise from these data and argue that the inclusion of such companion stories in the science curriculum is likely to better meet the needs of all citizens, scientists and non-scientists alike.
| Original language | English |
|---|---|
| Number of pages | 20 |
| Journal | Research in Science Education |
| DOIs | |
| Publication status | Accepted/In press - 11 Sep 2018 |
Keywords
- Companion meaning
- Companion story
- Contemporary science
- Science curriculum
- Science practices
- Views of scientists
Cite this
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Contemporary scientists and their interactions with non-scientists : alternative companion stories for school curricula. / Smith, Dorothy V.; Mulhall, Pamela J.; Hart, Christina E.; Gunstone, Richard F.
In: Research in Science Education, 11.09.2018.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Contemporary scientists and their interactions with non-scientists
T2 - alternative companion stories for school curricula
AU - Smith, Dorothy V.
AU - Mulhall, Pamela J.
AU - Hart, Christina E.
AU - Gunstone, Richard F.
PY - 2018/9/11
Y1 - 2018/9/11
N2 - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011) calls these messages a companion story. In this article, we present a case study of high-profile Australian contemporary scientists to argue that there is a need to broaden the range of companion stories presented to students. A key companion story presently conveyed in schools is that the products of science are more important than the involvement of scientists in the construction of scientific knowledge. By contrast, the experiences and insights of the scientists in this case study shifts our understanding away from the idea that science is something that humans do—although that is true—to a deeper understanding that science is a discipline in which being human is important. We identify fresh companion stories that arise from these data and argue that the inclusion of such companion stories in the science curriculum is likely to better meet the needs of all citizens, scientists and non-scientists alike.
AB - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011) calls these messages a companion story. In this article, we present a case study of high-profile Australian contemporary scientists to argue that there is a need to broaden the range of companion stories presented to students. A key companion story presently conveyed in schools is that the products of science are more important than the involvement of scientists in the construction of scientific knowledge. By contrast, the experiences and insights of the scientists in this case study shifts our understanding away from the idea that science is something that humans do—although that is true—to a deeper understanding that science is a discipline in which being human is important. We identify fresh companion stories that arise from these data and argue that the inclusion of such companion stories in the science curriculum is likely to better meet the needs of all citizens, scientists and non-scientists alike.
KW - Companion meaning
KW - Companion story
KW - Contemporary science
KW - Science curriculum
KW - Science practices
KW - Views of scientists
UR - http://www.scopus.com/inward/record.url?scp=85053545272&partnerID=8YFLogxK
U2 - 10.1007/s11165-018-9765-0
DO - 10.1007/s11165-018-9765-0
M3 - Article
AN - SCOPUS:85053545272
JO - Research in Science Education
JF - Research in Science Education
SN - 0157-244X
ER -