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Cited by 369

The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.

Reconceptualizing the teaching of controversial issues

Oulton, Chris, Dillon, Justin, Grace, Marcus M.·2004·International Journal of Science Education
DOI 10.1080/0950069032000072746
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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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Metadata

Authors
Oulton, C., Dillon, J., & Grace, M. M.
Venue
International Journal of Science Education
Publisher
Informa UK Limited
Published
2004-03-19
Volume
26
Issue
4
Pages
411-423
ISSN
  • 0950-0693 (ISSN-L)
  • 1464-5289
DOI
10.1080/0950069032000072746
OpenAlex
W2140184294
Cited by
369
References
10
FWCI
56.66
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Reconceptualizing the teaching of controversial issues. https://app.cochat.ai/papers/10.1080/0950069032000072746
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Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education. https://doi.org/10.1080/0950069032000072746

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.