Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making. / Nielsen, Jan Alexis.

In: Canadian Journal of Science, Mathematics and Technology Education, Vol. 13, No. 4, 2013, p. 373-385.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Nielsen, JA 2013, 'Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making', Canadian Journal of Science, Mathematics and Technology Education, vol. 13, no. 4, pp. 373-385. https://doi.org/10.1080/14926156.2013.845323

APA

Nielsen, J. A. (2013). Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making. Canadian Journal of Science, Mathematics and Technology Education, 13(4), 373-385. https://doi.org/10.1080/14926156.2013.845323

Vancouver

Nielsen JA. Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making. Canadian Journal of Science, Mathematics and Technology Education. 2013;13(4):373-385. https://doi.org/10.1080/14926156.2013.845323

Author

Nielsen, Jan Alexis. / Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making. In: Canadian Journal of Science, Mathematics and Technology Education. 2013 ; Vol. 13, No. 4. pp. 373-385.

Bibtex

@article{fc700b474f114a25a1150d523107db84,
title = "Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making",
abstract = "This article takes issue with the widespread assumption that students{\textquoteright} socioscientific decisions ought to be evidence based. On the basis of a careful conceptual analysis, it is argued that it is misleading to think in terms of evidence in socioscientific decision making because such decision making is a process of deliberation in which persons distribute relative weights to multifarious and incommensurate factors—a process, that is, in which scientific evidence has no privileged role. Accordingly, science educators ought to focus on the quality with which students discuss the relative weights of different considerations about a socioscientific issue.",
author = "Nielsen, {Jan Alexis}",
year = "2013",
doi = "10.1080/14926156.2013.845323",
language = "English",
volume = "13",
pages = "373--385",
journal = "Canadian Journal of Science, Mathematics and Technology Education",
issn = "1492-6156",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision-Making

AU - Nielsen, Jan Alexis

PY - 2013

Y1 - 2013

N2 - This article takes issue with the widespread assumption that students’ socioscientific decisions ought to be evidence based. On the basis of a careful conceptual analysis, it is argued that it is misleading to think in terms of evidence in socioscientific decision making because such decision making is a process of deliberation in which persons distribute relative weights to multifarious and incommensurate factors—a process, that is, in which scientific evidence has no privileged role. Accordingly, science educators ought to focus on the quality with which students discuss the relative weights of different considerations about a socioscientific issue.

AB - This article takes issue with the widespread assumption that students’ socioscientific decisions ought to be evidence based. On the basis of a careful conceptual analysis, it is argued that it is misleading to think in terms of evidence in socioscientific decision making because such decision making is a process of deliberation in which persons distribute relative weights to multifarious and incommensurate factors—a process, that is, in which scientific evidence has no privileged role. Accordingly, science educators ought to focus on the quality with which students discuss the relative weights of different considerations about a socioscientific issue.

U2 - 10.1080/14926156.2013.845323

DO - 10.1080/14926156.2013.845323

M3 - Journal article

VL - 13

SP - 373

EP - 385

JO - Canadian Journal of Science, Mathematics and Technology Education

JF - Canadian Journal of Science, Mathematics and Technology Education

SN - 1492-6156

IS - 4

ER -

ID: 38183819