A philosophical reflection on science education taking off from the Convention on the Rights of the Child realizes that the right to education cannot but translate also into a right to scientific training. This article aims to deepen this idea and to making it concrete. First, a tradition of thought that poses the nature of science as an object of experimentation and learning is sketched out. Such tradition happily meets with the idea of scientific citizenship, establishing the priorities of a genuine science education. Major tool of an education to the nature of science is the science-themed laboratory, a not-too-much guided experience. In its apparent simplicity, all the complexity of scientific activity and its objects is played out. The example is given of a laboratory about evolution complete with the answers provided by a group of 13-years-old participants. Here, dychotomies like “continuous vs. discrete” or “branching vs. linear” are all but simplified: they are put into play to open up a science education towards responsibility, just in the spirit of the Convention.
Look for it in the Publications page (with additional links):
Serrelli E (2012). Il diritto a una formazione scientifica. Naturalmente Website – Sezione Istruzione/Formazione, November. [http://hdl.handle.net/10281/39793]