By Richard A. Duschl
The aim of this publication is to illustrate how the heritage and philosophy of technology should be utilized by means of academics and curriculum writers to the powerful instructing of technological know-how. the writer presents a conceptual starting place for another method of technology schooling. The booklet is split into 4 components: an summary of latest curricula; instructing and studying practices; an historic context of the adjustments that experience taken position within the background and philosophy of technology; and the sensible software of the tenets of the heritage and philosophy of technological know-how to trendy theories of studying and educating.
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Additional info for Restructuring Science Education: The Importance of Theories and Their Development
Example text
The reaction was to promote a philosophy of science-positivism-that stressed the importance of science pro ceeding from observable evidence to accurate predictions . Thus , great care was taken to develop logically consistent rules outlining how theoretical statements could be derived from observational statements . The intent was to create a single set of rules to guide . the practice of theory justification. For the philosophers of the so I called Vienna Circle, the objective was to develop one singular � form for judging all theoretical statements in science .
A critical factor, then, in understanding the history of NSF cur riculum projects in science is the dominant and decisive role mem bers of the scientific community played in the development of pre college science curricula . This role had a significant effect in determining the focus of the curriculum-science for scientists . Another important factor to consider is the speed with which the NSF-sponsored curriculum projects were developed and imple mented. It was, in a word, phenomenal . By 1 96 5 , 50 percent of all physics students (200,000) were using pssc materials, and 350,000 students were using the NSF-sponsored chemistry curriculum (CHEM Study) materials (Goodlad, 1 966) .
Today scientific inquiry means so much more . Following is the list of processes of science (Mayor & Liver more , 1 969) adopted for the Science-A Process Approach (S-APA) Reehinking Our View of Science Educaeion 39 curriculum directed by the American Association for the Advance ment of Science : Basic Processes Observing Measuring Using Numbers Space and Time Relationships Communicating Predicting/Inferring Integrated Processes Defining Operationally Stating Hypotheses Reading/Making Graphs Controlling Variables Designing Experiments These 1 1 processes are representative of the final form brand of science presented in most curricula .