The Roles and Functions of Scientists Engaging in Science Education

doi:10.16382/j.cnki.1000-5560.2024.08.005

Abstract

Abstract:

It is an increasing discourse that scientists should engage in professional science education addressing the general public both in formal and informal education settings. However, we lack well-developed frameworks to analyze how (some) scientists engage in science education and what roles their engagement plays in scientific and other communities. Based on the framework of acquiring interactional expertise, this paper analyses the varied expertise levels, tacit norms and interdisciplinarity for doing and understanding contemporary science challenges in science education. It is difficult for science teachers to represent the real epistemic practice of the whole scientific process in science education settings and learning environments, and then to promote the learners to reflectively participate in epistemic practice. Building on the work of interactional expertise, this paper discusses why some scientists should engage in the practice and research on science education, how they engage, and the socio-epistemic benefits for engagement. It then concludes scientists’ roles and functions in science education.

Key words: science education, scientists, interdisciplinary sciences, interactional expertise, tacit knowledge, science teachers

Jing Zhu, Xuefeng Jiang. The Roles and Functions of Scientists Engaging in Science Education[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(8): 50-63.

References 0

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