Abstract
This article considers the relationship between belief and learning science. It is argued that belief in science (as a process) needs to be distinguished from belief in particular scientific ideas and knowledge claims. Scientific knowledge is theoretical and provisional – something to be adopted for its utility, not as articles of faith. The scientific attitude is to always be sceptical and retain a critical attitude to what we think we know. Belief in scientific knowledge is not only inappropriate in terms of scientific values, but can also be unhelpful from an educational perspective. The science teacher should actually encourage students not to believe in the various theories, models and other products of scientific work presented in class. This approach can avoid conflicts with students’ personal beliefs, support scientific literacy, and better prepare future scientists.
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