Can I read The Nature of Science in Science Education: Rationales and Strategies (Contemporary Trends and Issues in Science Education, 5) on EtoBox?

The Nature of Science in Science Education: Rationales and Strategies (Contemporary Trends and Issues in Science Education, 5) by William F. McComas, Michael P. Clough, Hiya Almazroa (auth.), William F. McComas (eds.) is a nonfiction available to read on EtoBox.

What is The Nature of Science in Science Education: Rationales and Strategies (Contemporary Trends and Issues in Science Education, 5) about?

Ourpredilection for premature acceptance and assertion, ouraversionto suspendedjudgment, are signs that we tend naturally to cut short the process oftesting. We are satisfied with superficial and immediate sho- visioned applications. . . . Science represents the safeguard ofthe race againstthese natural propensities and theevilswhich flow fromthem. . . . It isartificial (an acquired art), notspontaneous; learned, notnative. To this fact is due the unique, the invaluable place of science in education. (Dewey 1916, p. 189) Some, with a more narrow focus, maintain that if we want students to learn and become competent in science, then they must be taught something about the nature of science. For instance, Frederick Reif in a recent publication, has said: Alltoo often introductory physics courses ‘cover’ numerous topics, but theknowledge actually acquired by students is often nominal ratherthan functional. If students are to acquire basic physics knowledge. . . It is necessary to understand better the requisite thought processes and to teach these more explicitly. . . . if one wants to improve significantly students’ learning of physics. . . . It is also necessary to modify students’

Who reads The Nature of Science in Science Education: Rationales and Strategies (Contemporary Trends and Issues in Science Education, 5)?

Author

William F. McComas, Michael P. Clough, Hiya Almazroa (auth.), William F. McComas (eds.)

Publisher

Kluwer Academic Publishers; Kluwer Academic

Published

2002

Language

EN

ISBN

9780792350804

Category

nonfiction

Subjects

Psychology, Education, Philosophy