How we teach science: what's changed, and why it matters
The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Massachusetts
Harvard University Press
[2019]
|
| Ausgabe: | First printing |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.... |
| Beschreibung: | Includes bibliographical references and index Erscheint: 3.Quartal 2019 |
| Beschreibung: | 308 pages Illustrationen |
| ISBN: | 9780674919341 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS Introduction 1 From Textbook to Laboratory 1 14 2 The Laboratory in Practice 35 3 Student Interest and the New Movement 58 4 The Scientific Method 80 5 Problems and Projects 97 6 The War on Method 118 7 Origins of Inquiry 138 8 Scientists in the Classroom 159 9 Project 2061 and the Natureof Science 180 10 Science in the Standards Era 203 Conclusion 222 Notes 233 Acknowledgments 297 Index 299
Why teach science? ’he answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scien tific method? Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimen tation and scientific inquiry was seen to con tribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institu tional science. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.
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| spelling | Rudolph, John L. 1964- (DE-588)114638064X aut How we teach science what's changed, and why it matters John L. Rudolph First printing Cambridge, Massachusetts Harvard University Press [2019] 308 pages Illustrationen txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erscheint: 3.Quartal 2019 The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.... Science Study and teaching (Secondary) United States History Science Methodology Study and teaching (Secondary) United States History Education Social aspects United States History Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Naturwissenschaften (DE-588)4041421-8 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s DE-604 Naturwissenschaften (DE-588)4041421-8 s Didaktik (DE-588)4070463-4 s Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030922814&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030922814&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Rudolph, John L. 1964- How we teach science what's changed, and why it matters Science Study and teaching (Secondary) United States History Science Methodology Study and teaching (Secondary) United States History Education Social aspects United States History Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Naturwissenschaften (DE-588)4041421-8 gnd Didaktik (DE-588)4070463-4 gnd |
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| title | How we teach science what's changed, and why it matters |
| title_auth | How we teach science what's changed, and why it matters |
| title_exact_search | How we teach science what's changed, and why it matters |
| title_full | How we teach science what's changed, and why it matters John L. Rudolph |
| title_fullStr | How we teach science what's changed, and why it matters John L. Rudolph |
| title_full_unstemmed | How we teach science what's changed, and why it matters John L. Rudolph |
| title_short | How we teach science |
| title_sort | how we teach science what s changed and why it matters |
| title_sub | what's changed, and why it matters |
| topic | Science Study and teaching (Secondary) United States History Science Methodology Study and teaching (Secondary) United States History Education Social aspects United States History Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Naturwissenschaften (DE-588)4041421-8 gnd Didaktik (DE-588)4070463-4 gnd |
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