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Osborne,
Jonathan
The Shriram Family Professorship in Science Education |
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What matters in learning science is not only what we know but how we know what we know and how that knowledge came to be. Anything less offers only a partial view of the achievements of science.
My research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, I am interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging - particularly for those who will not continue with the study of science.
In pedagogy, my focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. I have led one major project on 'Enhancing the Quality of Argument in School Science Education'. From this we developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning.
Nevertheless, much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of my work and I was one of the partners in the NSF funded Centre for Informal Learning and Schools (2002-7) |
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* B.Sc Physics Bristol University, 1972
* Post Graduate Certificate in Education, Cambridge University, 1973
* Masters in Astrophysics, Queen Mary College, University of London, 1976
* PhD (Education), King's College, University of London, 1996 |
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* 9 years of teaching physics and science in high schools (1973-1981)
* 3 years working as an Advisory Teacher in Inner London Schools (1982-1985)
* King's College London
* Lecturer in Science Education, (1985-1996)
* Senior Lecturer in Science Education, (1996-2000)
* Professor of Science Education, (2000-2003)
* Chair of Science Education, (2003-2008)
* Head of Department of Education and Professional Studies (2005-2008) |
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| * Started Jan 1, 2009 |
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* Teaching to Learn, Learning to Teach in Science. The T2L project is a 3 year project (2008-10) exploring whether argumentation can be embedded into the teaching of science in 4 high schools and to examine what effects it has on student learning and engagement. Further details are on: http://www.kcl.ac.uk/schools/sspp/education/research/projects/tlltss.html
* Science Careers and Aspirations: Age 10-14. This is a 5 year longitudinal study of the development of student engagement with science (or not) and the factors influencing the formation of their attitudes. It is using a mix of qualitative and quantitative approaches. For further details see: http://www.kcl.ac.uk/schools/sspp/education/research/sacc.html |
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* Policy and Practice in Science Education
* Science Teacher Elementary Preparation 267 |
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* Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards Science: A Review of the Literature and its Implications. International Journal of Science Education, 25(9), 1049–1079.
* Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R., & Duschl, R. (2003). What 'ideas-about-science' should be taught in school science? A Delphi Study of the 'Expert' Community. Journal of Research in Science Teaching, 40(7), 692-720.
* Osborne, J. F., Erduran, S., & Simon, S. (2004). Enhancing the Quality of Argument in School Science. Journal of Research in Science Teaching, 41(10), 994-1020.
* DeWitt, J. & Osborne, J. F. (2007) Supporting Teachers on Science-focussed School Trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29, 6, 685-710.
* sborne, J.F & Dillon, J. (2008) Science Education in Europe. Nuffield Foundation: London.
* Chin, C., & Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1 - 39.
* Aufschnaiter, C., Erduran, S., Osborne, J.F, & Simon, S. (2008). Arguing to Learn and Learning to Argue: Case Studies of how students' argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101-131. |
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| * Settling in at Stanford and keeping up with research and teaching. |
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* Phone: (650) 725-1247
* Email: osbornej@stanford.edu
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