Welcome to the home of The Question Evolution Project. Presenting information demonstrating that there is no truth in minerals-to-man evolution, and presenting evidence for special creation. —Established by Cowboy Bob Sorensen

Monday, April 29, 2013

What is the Best Way to Teach Science?

“In science, people argue for their ideas, in terms of the evidence that they have. There should be more opportunities to look at why some ideas are wrong, as well as what the right ideas are.” — Jonathan Osborne
When discussing origins with proponents of evolution, we find that they simply repeat what they have been taught. Unfortunately, they have been taught "facts" that are conjecture, and "evidence" that is based on presuppositions and circular reasoning. Questioning evolution as a fact is effectively forbidden, and fundamentalist evolutionists strive to suppress critical thinking and examination of the evidence.



Jonathan Osborne wants to do things differently. Instead of reciting facts (both real and imagined), he wants students to do something radical: Argue from the available facts instead of starting with a conclusion. Although it's a step in the right direction and interferes with evolutionary indoctrination, it's not quite enough.
A professor of science education has a radical idea: teach science through argumentation, because that’s the way scientists do it.
If you were bored in science class having to learn a bunch of facts, you might have perked up if your teacher taught it the way Jonathan Osborne recommends: argue a position from available evidence.  PhysOrg introduced its article by saying, “Teaching students how to argue based on available evidence engages them in the scientific process and provides a better idea of how science actually works.”
To find out what all is involved and why it isn't quite enough, you can read "Students Need to Argue Science, Not Memorize It".


Looking for a comment area?
You can start your own conversation by using the buttons below!

Labels