2012/06/26 by Douglas Allchin · 122 citations
Biochemistry, Genetics and Molecular Biology · Psychology · Social Sciences · #Computer science #Context (archaeology) #Educational Strategies and Epistemologies #Epistemology #Genetics, Bioinformatics, and Biomedical Research #Literacy #Mathematics education #Nature of Science #Pedagogy #Philosophy of science #Psychology #Schema (genetic algorithms) #Science Education and Pedagogy #Science education #Scientific literacy
paper · doi:10.1002/sce.21019
published in Science Education 96(5), 904-926 (Wiley)
openalex publication_date 2012/06/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05
Abstract Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness. Error types also reflect corresponding methodologies of science, critical for practicing science and (in a context of scientific literacy) analyzing its claims. Effective efforts in teaching about error will ideally be informed by earlier educational perspectives and a schema for inventorying and organizing error types. Approaches using student‐directed inquiry have limits, whereas guided‐inquiry historical case studies seem appropriate vehicles. On a larger scale, one may also envision a prospective learning progression on successively deeper understandings of error in science. Sample case studies and opportunities for further reading are identified. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 904–926, 2012