English,French and German summaries of major articles in this issue |
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| Authors: | Chris Oulton Justin Dillon Marcus M. Grace |
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| Affiliation: | 1. School of Education , University of Gloucestershire , UK E-mail: coulton@glos.ac.uk;2. Center for Informal Learning and Schools , King's College , London;3. Research and Graduate School of Education , University of Southampton , UK |
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| Abstract: | Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem‐solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators present controversial issues. In particular, we argue that current approaches to teaching about controversy do not sufficiently acknowledge the nature of the issues themselves. The paper proposes a set of principles as the basis for a reconceptualization of the teaching of controversial issues and gives an example of how they might be applied. |
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