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When schooldays are over, what sense of science lingers?

Rosemary Hipkins and NZCER

Four small focus groups of adults were observed while they interacted with material related to a science-technology issue. The results shed light on some basic issues in science teaching, such as how teachers can instil the confidence that “significance” can be open to critical scrutiny, and help their students to become more discriminating about the validity of “evidence”. 

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