There is a disconnection between ‘real’ science and the science presented in schools. Many students’ everyday experiences highlight this difference. In addition, there are differences in what younger primary and older higher school students believe about the role of science in society and the work of scientists. The views below largely represent those of older students.
Students often believe that science is a set of facts that represent ‘truth’. Most science textbooks reinforce this notion in the ways they present science. The decontextualised and generalised ways of representing science in schools lead many students to conclude that school science and consequently science in general has little relevance to their everyday life. While students often see problems with aspects of science in society, most students believe that overall, science is beneficial to society as it can help to improve the quality of their life.
In general, students do accept the authority of science.
Students also tend to recognise that scientists are people with different motivations, who often ask different questions about the same phenomenon, and will therefore collect and interpret data in different ways. However, being a scientist requires specialised training and this often undermines students’ perceptions of scientists as members of the general public. Students recognise that scientists try to be objective and unbiased. They also recognise that they are not free of biases but believe that doing scientific work forces scientists to be honest and objective.
Students believe scientists can provide important expertise when society and individuals make decisions. They also believe that the science involved in this decision-making needs to be used wisely. While students believe that scientists are and should be concerned with the results (both beneficial and harmful) of their work and should communicate such results to the public, they also believe that the public should seek out such communication from scientists.
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Answer:
There is a disconnection between ‘real’ science and the science presented in schools. Many students’ everyday experiences highlight this difference. In addition, there are differences in what younger primary and older higher school students believe about the role of science in society and the work of scientists. The views below largely represent those of older students.
Students often believe that science is a set of facts that represent ‘truth’. Most science textbooks reinforce this notion in the ways they present science. The decontextualised and generalised ways of representing science in schools lead many students to conclude that school science and consequently science in general has little relevance to their everyday life. While students often see problems with aspects of science in society, most students believe that overall, science is beneficial to society as it can help to improve the quality of their life.
In general, students do accept the authority of science.
Students also tend to recognise that scientists are people with different motivations, who often ask different questions about the same phenomenon, and will therefore collect and interpret data in different ways. However, being a scientist requires specialised training and this often undermines students’ perceptions of scientists as members of the general public. Students recognise that scientists try to be objective and unbiased. They also recognise that they are not free of biases but believe that doing scientific work forces scientists to be honest and objective.
Students believe scientists can provide important expertise when society and individuals make decisions. They also believe that the science involved in this decision-making needs to be used wisely. While students believe that scientists are and should be concerned with the results (both beneficial and harmful) of their work and should communicate such results to the public, they also believe that the public should seek out such communication from scientists.
Explanation: