Jonathan F. Osborne

Learn More
The science that is encountered by adults, whether through the media or through work contexts, typically presents questions, decisions and the need for prioritisation. There is general agreement that, in order to respond to the questions, decisions and prioritisation, people need to know something about the functioning of science itself. We term this(More)
Recent arguments propose that school science should pay more attention to teaching epistemic aspects of science. However, unlike the content of science, little is known about the extent of consensus within the science education community on which 'ideas-about-science' are essential elements of the science curriculum. This study sought to answer this issue(More)
Over the last decade macroeconomic studies have established a clear link between student achievement on science and math tests and per capita gross domestic product (GDP) growth, supporting the widely held belief that science, technology, engineering, and math(STEM) education are important factors in the production of economic prosperity. We critique(More)
In this paper, we report work undertaken with a group of 11 teachers over a period of a year to teach aspects of the nature of science. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach components of the nature of science for which consensus had been established using a Delphi study in the first(More)
  • 1