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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 2, Article 7 (Dec., 2015) |
This study is based in an unpublished approach combining evidence evaluation and a historical chemical controversy. That is why results are original. Evidence evaluation enhances critical thinking (Jiménez-Aleixandre & Puig, 2012; Kuhn, 2005). The overall conclusion that can be drawn from the results of this research is that historical controversies can be utilized to promote critical thinking in science education (Montgomery, 2009). The controversy “Who discovered oxygen?” appears to be particularly promising in terms of encouraging students to evaluate evidence relating to experimentation in science and scientific communication. There is, of course, much work to be done in this area, and further research must consider other historical controversies, other types of evidence, and other parts of the world.
Acknowledgements. The author gratefully acknowledges the contribution of Roald Hoffmann who provided the “Study Guide for Oxygen” frequently cited in this paper. The author also wishes to thank the participants of this study and their teacher, Catherine Royer.
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