By W.F. McComas
This is often the 1st e-book to mix a justification for the inclusion of the historical past and philosophy of technological know-how in technological know-how educating with equipment through which this very important content material may be shared with quite a few rookies. It incorporates a whole research of the range of instruments constructed to date to evaluate studying during this area. This e-book is appropriate to technological know-how equipment teachers, technology schooling graduate scholars and technological know-how academics.
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Additional info for The Nature of Science in Science Education: Rationales and Strategies (Science & Technology Education Library)
Sample text
No guidance was provided about the plot of the story, but students were asked to make the scientists in the story behave as authentic scientists would if faced with the situation described in their story. Over half of the students in the experiment wrote stories. Simply counting the number of times certain words or phrases appeared in the stories revealed some interesting differences between students who had received the three different teaching styles. For example (pp. 202-3): Pupils who had been exposed to the H style ofteaching used words such as ‘idea’, ‘think’, ‘thought’, ‘problem’, ‘question’, ‘test’, ‘testing’, ‘check’, and ‘clues’ more often than did those who had been in the I or V groups.
She found that science teachers and scientists expressed traditional views of the nature of science. They perceived science as objective, empirical, and involved with issues of the control of nature. She suggested that the positivistic ideas expressed by scientists and science teachers are due to the “scientists and secondary science teacher’s deep initiation into the norms of the scientific community” (p. 269). They see themselves as role models and as such are likely to present normative rather than realistic views of science.
Over half of the students in the experiment wrote stories. Simply counting the number of times certain words or phrases appeared in the stories revealed some interesting differences between students who had received the three different teaching styles. For example (pp. 202-3): Pupils who had been exposed to the H style ofteaching used words such as ‘idea’, ‘think’, ‘thought’, ‘problem’, ‘question’, ‘test’, ‘testing’, ‘check’, and ‘clues’ more often than did those who had been in the I or V groups.