Thinking like a scientist in a multidisciplinary arena: The case of Renoir's painting

• Autores: Berry Billingsley, Mark Windsor
• Localización: School Science Review, ISSN 0036-6811, Vol. 101, Nº. 376, 2020 (Ejemplar dedicado a: Science and engineering and big questions / coord. por Geoff Auty, Berry Billingsley), págs. 19-24
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Entrenched compartmentalisation of subjects in secondary school means that students lack opportunities for learning how disciplines relate to each other and how knowledge can be applied in real-world contexts.

    This article examines what it means to ‘think like a scientist in a multidisciplinary arena’ and why this is (and should be) an integral part of secondary school science education. To this end, the article outlines a workshop, ‘Renoir’s painting’, for key stages 3 and 4 (ages 11–16), which aims to develop students’ understanding of the power and limitations of science and how science relates to other disciplines.

• Referencias bibliográficas
  • Abrahams, I., and Millar, R. (2008) Does practical work really work? A study of the effectiveness of practical work as a teaching and learning...
  • Billingsley, B., Brock, R., Taber, K. S. and Riga, F. (2016) How students view the boundaries between their science and religious education...
  • Billingsley, B., Nassaji, M. and Abedin, M. (2017) Entrenched compartmentalisation and students’ abilities and levels of interest in science....
  • Billingsley, B., Nassaji, M., Fraser, S., Lawson, F. (2018) A framework for teaching epistemic insight in schools. Research in Science Education,...
  • Collins, J. (2014) Cat. 17. Madame Léon Clapisson, 1883: Curatorial entry. In Renoir Paintings and Drawings at the Art Institute of Chicago,...
  • DfE (2013) National Curriculum in England: Art and Design Programmes of Study – key stage 3. London: Department of Education. Available at:...
  • DfE (2015) National Curriculum in England: Science Programmes of Study. London: Department for Education. Available at: www.gov.uk/government/publications/...
  • Foster, C. (2013) Resisting reductionism in mathematics pedagogy. The Curriculum Journal, 24(4), 563–585.
  • Keegan, K. (2014) Cat. 17. Madame Léon Clapisson, 1883: Technical report. In Renoir Paintings and Drawings at the Art Institute of Chicago,...
  • OECD (2018) The Future of Education and Skills: Education 2030. OECD Education 2030. Paris: OECD.
  • Ofsted (2019) The Education Inspection Framework. Manchester: Ofsted.
  • Ratcliffe, M. (2009) The place of socio-scientific issues in citizenship education. In Human Rights and Citizenship Education, ed. Ross, A....
  • Seidel, A. and Prinz, J. (2019) Impure aesthetics. In Advances in Experimental Philosophy of Aesthetics, ed. Cova, F. and Réhault, S. pp....
  • Spielman, A. (2018) HMCI’s Commentary: Curriculum and the New Education Inspection Framework. London: Ofsted. Available at: www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspection-framework....
  • Stenmark, M. (1997) What is scientism? Religious Studies, 33(1), 15–32.
  • Tracy, C. (2018) Guidelines for future physics curricula. School Science Review, 100(370), 36–43.