Education

ABSTRACT. The search for dependable knowledge is a basic human concern. An inescapable aspect of this search is the risk of error in making judgments and claims. All aspects of scientific investigation from initial conceptualization to final presentation of findings are fraught with possible error. Ideally, scientific methodology may be seen as a formalization of techniques that have evolved historically to provide scientific investigators with protection against various sources of error through control and counteraction. Explicit, constructive, and even creative approaches to dealing with error often constitute hallmarks of successful scientific research. Still, the role of error in the conduct of scientific research, and in the accumulation of scientific understanding is usually not part of science education. How should the concern for the quality and dependability of scientific knowledge make its way into science education curriculum? At what points in curriculum should the topics of error, and methods for dealing with error, be introduced? Findings from developmental psychology, cognitive science, and science education research can provide suggestions for the design of curricula that will help science students develop sensitivity, understanding, and competence in dealing constructively with the role of error in the development of dependable knowledge about the natural world