Bio


My research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, I am interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging - particularly for those who will not continue with the study of science. In pedagogy, my focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. I have worked on four major projects in argumentation. The first from 1999-2002 was on 'Enhancing the Quality of Argument in School Science Education'. From this we developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning funded by the Nuffield Foundation. From 2007-2010 I was co-PI on the project 'Learning to Teach Ideas, Evidence and Argument in School Science' which explored how to build teachers competency with the use of this pedagogy in four schools. Most recently, I have worked with Mark Wilson of UCB on a project to develop and test a learning progression for Argumentation in science. Some of this work can be found on the website:

http://scientificargumentation.stanford.edu/

My other area of interest in pedagogy is the teaching of reading and the facilitation of discussion. I have published a book entitled 'Language and Literacy in Science Education' and we are just completing a five year IES funded project - 'Catalyzing Comprehension through Discussion and Debate' exploring how we can support the teaching of reading in science. We have developed a web site with some of our materials:

http://serpmedia.org/rtl/

And a MOOC called 'Reading to Learn in Science" which is offered by NovoEd and will be run again from Jan 13, 2016 for 12 weeks.

Finally, much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of my work and I was one of the partners in the NSF funded Centre for Informal Learning and Schools (2002-7) and have several publications in this field.

Academic Appointments


Administrative Appointments


  • Professor, Stanford Graduate School of Education (2009 - Present)

Boards, Advisory Committees, Professional Organizations


  • Chair, OECD PISA Science Expert Group (2018 - Present)
  • Head of Department of Education and Professional Studies, King's College London (2005 - 2008)
  • Chair of Science Education, King's College London (2003 - 2008)
  • Professor of Science Education, King's College London (2000 - 2003)
  • Senior Lecturer in Science Education, King's College London (1996 - 2000)
  • Lecturer in Science Education, King's College London (1985 - 1996)
  • Advisory Teacher, Inner London Schools (1982 - 1985)
  • Physics and Science Teacher, High schools (1973 - 1981)

Professional Education


  • PhD, King's College, University of London, Education (1996)
  • Masters, Queen Mary College, University of London, Astrophysics (1976)
  • Post Graduate Certificate, Cambridge University, Education (1973)
  • B.Sc, Bristol University, Physics (1972)

Research Interests


  • Professional Development
  • Science Education
  • Teachers and Teaching

Stanford Advisees


  • Doctoral Dissertation Co-Advisor (NonAC)
    Sara Dozier
  • Doctoral Dissertation Co-Advisor (AC)
    Emily Reigh
  • Doctoral (Program)
    Sara Dozier, Daniel Pimentel, Emily Reigh

All Publications


  • Not "hands on" but "minds on": A response to Furtak and Penuel SCIENCE EDUCATION Osborne, J. F. 2019

    View details for DOI 10.1002/sce.21543

    View details for Web of Science ID 000479589900001

  • A response to Saleh et al.: The wrong call to action JOURNAL OF RESEARCH IN SCIENCE TEACHING Osborne, J., Rafanelli, S. 2019; 56 (4): 529–31

    View details for DOI 10.1002/tea.21536

    View details for Web of Science ID 000461051000010

  • Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation AMERICAN EDUCATIONAL RESEARCH JOURNAL Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., Reigh, E., Tseng, A. 2019
  • Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning JOURNAL OF RESEARCH IN SCIENCE TEACHING Osborne, J., Rafanelli, S., Kind, P. 2018; 55 (7): 962–81

    View details for DOI 10.1002/tea.21460

    View details for Web of Science ID 000442990400004

  • Reading for meaning: The foundational knowledge every teacher of science should have INTERNATIONAL JOURNAL OF SCIENCE EDUCATION Patterson, A., Roman, D., Friend, M., Osborne, J., Donovan, B. 2018; 40 (3): 291–307
  • Styles of Scientific Reasoning: A Cultural Rationale for Science Education? SCIENCE EDUCATION Kind, P., Osborne, J. 2017; 101 (1): 8-31

    View details for DOI 10.1002/sce.21251

    View details for Web of Science ID 000390696400002

  • The development and validation of a learning progression for argumentation in science JOURNAL OF RESEARCH IN SCIENCE TEACHING Osborne, J. F., Henderson, J. B., MacPherson, A., Szu, E., Wild, A., Yao, S. 2016; 53 (6): 821-846

    View details for DOI 10.1002/tea.21316

    View details for Web of Science ID 000379926300002

  • Factual accuracy and the cultural context of science in popular media: Perspectives of media makers, middle school students, and university students on an entertainment television program. Public understanding of science Szu, E., Osborne, J., Patterson, A. D. 2016

    Abstract

    Popular media influences ideas about science constructed by the public. To sway media productions, public policy organizations have increasingly promoted use of science consultants. This study contributes to understanding the connection from science consultants to popular media to public outcomes. A science-based television series was examined for intended messages of the creator and consulting scientist, and received messages among middle school and non-science university students. The results suggest the consulting scientist missed an opportunity to influence the portrayal of the cultural contexts of science and that middle school students may be reading these aspects uncritically-a deficiency educators could potentially address. In contrast, all groups discussed the science content and practices of the show, indicating that scientific facts were salient to both media makers and audiences. This suggests popular media may influence the public knowledge of science, supporting concerns of scientists about the accuracy of fictional television and film.

    View details for PubMedID 27340172

  • Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies ASSESSING CONTEXTS OF LEARNING: AN INTERNATIONAL PERSPECTIVE Schiepe-Tiska, A., Roczen, N., Mueller, K., Prenzel, M., Osborne, J., Kuger, S., Klieme, E., Jude, N., Kaplan, D. 2016: 301–29
  • Beyond Construction: Five arguments for the role and value of critique in learning science INTERNATIONAL JOURNAL OF SCIENCE EDUCATION Henderson, J. B., MacPherson, A., Osborne, J., Wild, A. 2015; 37 (10): 1668-1697
  • Is Science for Us? Black Students' and Parents' Views of Science and Science Careers SCIENCE EDUCATION Archer, L., Dewitt, J., Osborne, J. 2015; 99 (2): 199-237

    View details for DOI 10.1002/sce.21146

    View details for Web of Science ID 000349976900001

  • Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach SCIENCE EDUCATION Falk, J. H., Dierking, L. D., Osborne, J., Wenger, M., Dawson, E., Wong, B. 2015; 99 (1): 145-173

    View details for DOI 10.1002/sce.21140

    View details for Web of Science ID 000346585500006

  • Analyzing Science Education in the United Kingdom: Taking a System‐Wide Approach Science Education Falk, J. H., Dierking, L. D., Osborne, J., Wenger, M., Dawson, E., Wong, B. 2015; 99 (1): 145-173
  • The Science Classroom as a Site of Epistemic Talk: A Case Study of a Teacher's Attempts to Teach Science Based on Argument JOURNAL OF RESEARCH IN SCIENCE TEACHING Christodoulou, A., Osborne, J. 2014; 51 (10): 1275-1300

    View details for DOI 10.1002/tea.21166

    View details for Web of Science ID 000346867400003

  • Revising the economic imperative for US STEM education. PLoS biology Donovan, B. M., Moreno Mateos, D., Osborne, J. F., Bisaccio, D. J. 2014; 12 (1)

    Abstract

    An essential economic imperative for US STEM education is empowering students to reduce ecological degradation to improve economic welfare.

    View details for DOI 10.1371/journal.pbio.1001760

    View details for PubMedID 24453938

    View details for PubMedCentralID PMC3891559

  • Scientific practices and inquiry in the science classroom Handbook of Research on Science Education, Volume II Osborne, J. Routledge. 2014: 593–613
  • Revising the Economic Imperative for US STEM Education. PLoS biology Donovan, B. M., Moreno Mateos, D., Osborne, J. F., Bisaccio, D. J. 2014; 12 (1)

    View details for DOI 10.1371/journal.pbio.1001760

    View details for PubMedID 24453938

  • Science-related Aspirations Across the Primary-Secondary Divide: Evidence from two surveys in England INTERNATIONAL JOURNAL OF SCIENCE EDUCATION DeWitt, J., Archer, L., Osborne, J. 2014; 36 (10): 1609-1629
  • Nerdy, Brainy and Normal: Children's and Parents' Constructions of Those Who Are Highly Engaged with Science RESEARCH IN SCIENCE EDUCATION DeWitt, J., Archer, L., Osborne, J. 2013; 43 (4): 1455-1476
  • Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable INTERNATIONAL JOURNAL OF SCIENCE EDUCATION DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., Wong, B. 2013; 35 (6): 1037-1063
  • Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students JOURNAL OF RESEARCH IN SCIENCE TEACHING Osborne, J., Simon, S., Christodoulou, A., Howell-Richardson, C., Richardson, K. 2013; 50 (3): 315-347

    View details for DOI 10.1002/tea.21073

    View details for Web of Science ID 000314984000003

  • Exploring young students' collaborative argumentation within a socioscientific issue JOURNAL OF RESEARCH IN SCIENCE TEACHING Evagorou, M., Osborne, J. 2013; 50 (2): 209-237

    View details for DOI 10.1002/tea.21076

    View details for Web of Science ID 000313729900004

  • Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students Journal of Research in Science Teaching Osborne, J., Simon, S., Christodoulou, A., Howell‐Richardson, C., Richardson, K. 2013; 50 (3): 315-347
  • Bourdieu's notion of cultural capital and its implications for the science curriculum Science Education Claussen, S., Osborne, J. 2013; 97 (1): 58-79
  • The 21st century challenge for science education: Assessing scientific reasoning THINKING SKILLS AND CREATIVITY Osborne, J. 2013; 10: 265-279
  • Bourdieu's notion of cultural capital and its implications for the science curriculum SCIENCE EDUCATION Claussen, S., Osborne, J. 2013; 97 (1): 58-79

    View details for DOI 10.1002/sce.21040

    View details for Web of Science ID 000312731400003

  • "Balancing acts": Elementary school girls' negotiations of femininity, achievement, and science SCIENCE EDUCATION Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., Wong, B. 2012; 96 (6): 967-989

    View details for DOI 10.1002/sce.21031

    View details for Web of Science ID 000309745000001

  • Science Aspirations, Capital, and Family Habitus: How Families Shape Children's Engagement and Identification With Science AMERICAN EDUCATIONAL RESEARCH JOURNAL Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., Wong, B. 2012; 49 (5): 881-908
  • Authors' response to "For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson" by Berland and McNeill SCIENCE EDUCATION Osborne, J., Patterson, A. 2012; 96 (5): 814-817

    View details for DOI 10.1002/sce.21034

    View details for Web of Science ID 000307392600004

  • 'Should We Kill the Grey Squirrels?' A Study Exploring Students' Justifications and Decision-Making INTERNATIONAL JOURNAL OF SCIENCE EDUCATION Evagorou, M., Pilar Jimenez-Aleixandre, M., Osborne, J. 2012; 34 (3): 401-428
  • Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science American Educational Research Journal Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., Wong, B. 2012; 49 (5): 881-908
  • Scientific Argument and Explanation: A Necessary Distinction? SCIENCE EDUCATION Osborne, J. F., Patterson, A. 2011; 95 (4): 627-638

    View details for DOI 10.1002/sce.20438

    View details for Web of Science ID 000291860200003

  • HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS-CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION DeWitt, J., Archer, L., Osborne, J., Dillon, J., Willis, B., Wong, B. 2011; 9 (2): 243-271
  • Scientific argument and explanation: A necessary distinction? Science Education Osborne, J. F., Patterson, A. 2011; 95 (4): 627-638
  • Students' Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science JOURNAL OF RESEARCH IN SCIENCE TEACHING Chin, C., Osborne, J. 2010; 47 (7): 883-908

    View details for DOI 10.1002/tea.20385

    View details for Web of Science ID 000281293900008

  • "Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science Through the Lens of Identity SCIENCE EDUCATION Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., Wong, B. 2010; 94 (4): 617-639

    View details for DOI 10.1002/sce.20399

    View details for Web of Science ID 000278957200002

  • Arguing to Learn in Science: The Role of Collaborative, Critical Discourse SCIENCE Osborne, J. 2010; 328 (5977): 463-466

    Abstract

    Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students' skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to be a significant weakness in contemporary educational practice. In short, knowing what is wrong matters as much as knowing what is right. This paper presents a summary of the main features of this body of research and discusses its implications for the teaching and learning of science.

    View details for DOI 10.1126/science.1183944

    View details for Web of Science ID 000276952400032

    View details for PubMedID 20413492

  • Recollections of Exhibits: Stimulated-recall interviews with primary school children about science centre visits INTERNATIONAL JOURNAL OF SCIENCE EDUCATION DeWitt, J., Osborne, J. 2010; 32 (10): 1365-1388
  • Arguing to learn in science: The role of collaborative, critical discourse Science Osborne, J. 2010; 328 (5977): 463-466
  • Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms JOURNAL OF THE LEARNING SCIENCES Chin, C., Osborne, J. 2010; 19 (2): 230-284
  • Supporting argumentation through students' questions: Case studies in science classrooms The Journal of the Learning Sciences Chin, C., Osborne, J. 2010; 19 (2): 230-284
  • R&D An Argument for Arguments in Science Classes PHI DELTA KAPPAN Osborne, J. F. 2009; 91 (4): 62-65
  • The Potential of Adapted Primary Literature (APL) for Learning: A Response RESEARCH IN SCIENCE EDUCATION Osborne, J. 2009; 39 (3): 397-403
  • Science education in Europe: Critical reflections Osborne, J., Dillon, J. London: The Nuffield Foundation. 2008
  • Students' questions: a potential resource for teaching and learning science Studies in science education Chin, C., Osborne, J. 2008; 44 (1): 1-39