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Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching

Published online by Cambridge University Press:  26 February 2016

Mark Carter  and
Kevin Wheldall
Mark Carter*
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
Kevin Wheldall
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
*
*Corresponding author. Macquarie University Special Education Centre, Macquarie University, NSW 2109, Australia E-mail: mark.carter@mq.edu.au
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Abstract

In this article, the authors argue the case for scientific evidenced‐based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of ‘gold standard’ research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.

Information

Type
Editorial Article
Information
Australasian Journal of Special Education , Volume 32 , Issue 1: A Scientific Approach to Special Education , April 2008 , pp. 5 - 21
Copyright
Copyright © The Australian Association of Special Education 2008

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