The Nature of Science in Science Education: Rationales and Strategies

ISBN-13: 9780792350804 / Angielski / Twarda / 1998 / 368 str.

William F. McComas; W. F. McComas

Opis

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' naive notions about the nature of science. (Reif 1995, p. 281) Curriculum documents in the US (especially Project 2061 and the National Science Standards), Canada (especially Science for Every Student), and Europe (particularly those from UK, Denmark, and Spain) are giving increased prominence to students understanding the nature of science.

Spis treści

Foreword and Introduction; M. Matthews. I: Rationales for the Nature of Science in Science Instruction. 1. The Role and Character of the Nature of Science in Science Education; W.F. McComas, et al. 2. The Nature of Science in International Science Education Standards Documents; W.F. McComas, J.K. Olson. 3. The Principal Elements of the Nature of Science: Dispelling the Myths; W.F. McComas. 3. The Principal Elements of the Nature of Science: Dispelling the Myths; W.F. McComas. II: Communicating the Nature of Science Plans, Approaches and Strategies. 4. The Card Exchange: Introducing the Philosophy of Science; W.W. Cobern, C.C. Loving. 5. Avoiding De-Natured Science: Activities that Promote Understandings of the Nature of Science; N. Lederman, F. Abd-El-Khalick. 6. Confronting Students' Conceptions of the Nature of Science with Cooperative Controversy; P.L. Hammerich. 7. Nature of Science Activities Using the Scientific Theory Profile: From the Hawking-Gould Dichotomy to a Philosophical Checklist; C.C. Loving. 8. Learning by Designing: A Case of Heuristic Theory Development in Science Teaching; F. Jansen, P. Voogt. 9. Using Historical Case Studies in Biology to Explore the Nature of Science: A Professional Development Program for High School Teachers; K.R. Dawkins, A.A. Glatthorn. 10. A History of Science Approach to the Nature of Science: Learning Science by Rediscovering It; N. Kipnis. 11. Integrating the Nature of Science with Student Teaching: Rationales and Strategies; M.P. Clough. III: Communicating the Nature of Science Courses and Course Elements. 12. A Thematic Introduction to the Nature of Science for Science Educators; W.F. McComas. 13. The Nature of Science: Achieving Science Literacy by Doing Science; J.O. Matson, S. Parsons. 14. Elementary Science Methods: Developing and Measuring Student Views about the Nature of Science; Y. Meichtry. 15. Nature of Science: Implications for Education: An Undergraduate Course for Prospective Teachers; K. Sullenger, S. Turner. 16. The Use of Real and Imaginary Cases in Communicating the Nature of Science: A Course Outline; D. Boersema. 17. Teaching the Nature of Science as an Element of Science, Technology and Society; B. Spector, et al. 18. Of Starting Points and Destinations: Teacher Education and the Nature of Science; M.L. Bentley, S.C. Fleury. 19. A Programme for Developing Understanding of the Nature of Science in Science Teacher Education; M. Nott, J. Wellington. 20. The Nature of Science as a Foundation for Teaching Science: Evolution as a Case Study; C.E. Nelson, et al. IV: Assessing Nature of Science Understanding. 21. Assessing Understanding of the Nature of Science: A Historical Perspective; N. Lederman, et al. Notes on Contributors. Index.

Blurb

The Nature of Science in Science Education is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain. This book is relevant to science methods instructors, science education graduate students and science teachers.