Unfinished science in museums: a push for critical science literacy

Hine, Amelia and Medvecky, Fabien (2015) Unfinished science in museums: a push for critical science literacy. Journal of Science Communication, 14 2: 1-14.

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Author Hine, Amelia
Medvecky, Fabien
Title Unfinished science in museums: a push for critical science literacy
Journal name Journal of Science Communication   Check publisher's open access policy
ISSN 1824-2049
Publication date 2015-01-01
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 14
Issue 2
Start page 1
End page 14
Total pages 14
Place of publication Trieste, Italy
Publisher Scuola Internazionale Superiore di Studi Avanzati (SISSA) / International School of Advanced Studies
Language eng
Abstract Communication of scientific knowledge has been caught up in a pedagogical struggle between science literacy ideologies. The backseat role taken by the teaching of the philosophical and sociological aspects of science has come under fire by those calling for a broader view of science to be made public under the umbrella term “critical science literacy”. In this paper, we argue that the lack of unfinished science in museums — science still in the making or still being debated — is a paradigm case where the richer, fuller view of science is being denied air by the presentation of science as a finished, objective set of facts. We argue that unfinished science offers us the opportunity to present the full complexity of science, including its social and philosophical aspects, and thus enabling the “critical” of critical science literacy.
Keyword Critical science literacy
Unfinished science
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

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