Beyond Construction: Five arguments for the role and value of critique in learning science

Abstract

This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science.

Keywords:

• Argumentation
• Questioning
• Reasoning

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes

1. Author's original emphasis

2. This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle-school physical science teachers using a survey instrument for teacher knowledge and in-house tests of student attainment.

3. In our work to construct a learning progression for argumentation, we have used both ‘knowledge-lean' items, where it is a reasonable assumption that specific science content knowledge is not necessary for a top score on the item, and ‘knowledge-dependent' items, where specific science content knowledge is necessary for a top score on the item. Knowledge-lean items have been drawn from non-scientific contexts. Knowledge-dependent items have, in contrast, been drawn from scientific contexts.

4. One way of conceptualizing this is that if the nucleus were the size of grape, the nearest electron would be one mile away. Atoms are mostly empty space.

Additional information

Funding

Funding Institution: US Department of Education—Institute of Education Sciences [grant/award number R305A100692].