Results for 'science education'

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  1.  3
    Trust, Science Education and Vaccines.Michael J. Reiss - forthcoming - Science & Education.
    The issue of trust in science has come to the fore in recent years. I focus on vaccines, first looking at what is known about trust in vaccines and then concentrating on whether what science education teaches about vaccines can be trusted. I present an argument to connect the phenomenon of vaccine hesitancy to the issue of trust and then argue for what an education about vaccines in school science might look like that takes seriously (...)
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  2.  12
    Science Education in the Light of COVID-19.Michael J. Reiss - 2020 - Science & Education 29 (4):1079-1092.
    In this position paper, I examine how the history, philosophy and sociology of science can contribute to science education in the era of the COVID-19 pandemic. I discuss shortcomings in the ways that history is often used in school science, and examine how knowledge of previous pandemics might help in teaching about COVID-19. I look at the potential of issues to do with measurement in the context of COVID-19 to introduce school students to issues about philosophy (...)
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  3.  25
    Science Education in the Era of a Pandemic.Sibel Erduran - 2020 - Science & Education 29 (2):233-235.
  4.  1
    Science Education for Non-Majors: The Goal Is Literacy, the Method Is Separate Courses.David L. Adams - 1990 - Bulletin of Science, Technology and Society 10 (3):125-129.
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  5.  87
    The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education.Gilbert Burgh & Kim Nichols - 2012 - Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...)
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  6.  12
    Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review.David Aguilar & Manoli Pifarre Turmo - 2019 - Frontiers in Psychology 10.
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  7. Science Education and Culture the Contribution of History and Philosophy of Science.Fabio Bevilacqua, Enrico Giannetto & Michael Matthews - 2001 - Springer.
    This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group and the History of Physics and Physics Teaching Division of the European Physical Society. The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the (...)
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  8.  5
    Science Education for Citizenship: Teaching Socio-Scientific Issues.Mary Ratcliffe - 2003 - Open University Press.
    Explores the teaching and learning of issues relating to the impact of science in society. This title offers practical guidance in devising learning goals and suitable learning and assessment strategies. It helps teachers to provide students with the skills and understanding needed to address these multi-faceted issues.
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  9.  33
    Science Education as Emancipatory: The Case of Roy Bhaskar's Philosophy of Meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665–676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of (...)
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  10.  17
    Does Science Education Need the History of Science?Graeme Gooday, John Lynch, Kenneth Wilson & Constance Barsky - 2008 - Isis 99:322-330.
    This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can (...)
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  11.  5
    Addressing Controversies in Science Education: A Pragmatic Approach to Evolution Education.David Hildebrand, Kimberly Bilica & John Capps - 2008 - Science & Education 17 (8-9):1033-1052.
  12.  41
    Science Education and Moral Education.Michael Martin - 1986 - Journal of Moral Education 15 (2):99-108.
    Abstract Science education and moral education are mutually relevant. An education in science provides the factual information necessary to apply and revise ethical principles. In addition, science education aims to achieve certain propensities, e.g. impartiality, that are identical to some of the goals of moral education. Moral education, in turn, gives potential scientists the necessary principles and propensities to make certain decisions in the context of discovery, in the acceptance of hypotheses (...)
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  13. European Science Education Research Association SERA is a New Association Formed at the European Conference on Research in Science Education Held in Leeds, En.Philip Adey - 1996 - Science & Education 5:407-409.
     
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  14.  5
    Constructivism in Science Education a Philosophical Examination.Michael R. Matthews - 1998 - Springer Verlag.
    Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and (...)
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  15.  8
    Normal Science Education and its Dangers: The Case of School Chemistry.Berry Van Berkel, Wobbe De Vos, Adri H. Verdonk & Albert Pilot - 2000 - Science & Education 9 (1-2):123-159.
  16.  1
    Issues-Directed Science Education - Theory and Applications in Biology and Chemistry.James R. Philips & David L. Adams - 1991 - Bulletin of Science, Technology and Society 11 (3):155-160.
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  17.  19
    Science Education, Conceptual Change and Breaking with Everyday Experience.James W. Garrison & Michael L. Bentley - 1990 - Studies in Philosophy and Education 10 (1):19-35.
  18. Inquiry in Science Education: Intemational Perspectives.F. Abd-Ei-Khalick, S. Boujaoude, N. G. Lederman, R. Mamilok-Naaman, A. Hofstein & M. Niaz - 2004 - Science Education 88:397-419.
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  19.  6
    Intercultural Science Education as a Trading Zone Between Traditional and Academic Knowledge.Jairo Robles-Piñeros, David Ludwig, Geilsa Costa Santos Baptista & Adela Molina-Andrade - 2020 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 84:101337.
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  20. Humanizing Science Education.James F. Donnelly - 2004 - Science Education 88 (5):762-784.
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  21.  10
    Science Education for Democratic Citizenship Through the Use of the History of Science.Stein Dankert Kolstø - 2008 - Science & Education 17 (8-9):977-997.
  22. Science Education in Sociocultural Context: Perspectives From the Sociology of Science.Gregory J. Kelly, William S. Carlsen & Christine M. Cunningham - 1993 - Science Education 77 (2):207-220.
     
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  23.  9
    Does Science Education Need the History of Science?Graeme Gooday, John M. Lynch, Kenneth G. Wilson & Constance K. Barsky - 2008 - Isis 99 (2):322-330.
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  24.  18
    Concepts of Science Education: A Philosophical Analysis.Michael Martin - 1972 - Glenview, Ill., Scott, Foresman.
    INTRODUCTION What relevance — if any — does philosophy of science have for science education? Unfortunately, this question has been largely unexplored. ...
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  25. Science Education, Religious Toleration, and Liberal Neutrality Toward the Good.Robert Audi - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
  26.  32
    Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science.Cassandra L. Pinnick - 2008 - Science & Education 17 (10):1055-1063.
  27.  12
    Beyond the Search for Truth: Dewey's Humble and Humanistic Vision of Science Education.David I. Waddington & Noah Weeth Feinstein - 2016 - Educational Theory 66 (1-2):111-126.
    In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search-for-truth conception is closely linked to some ongoing difficulties (...)
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  28. Science Education as/for Participation in the Community.Wolff‐Michael Roth & Stuart Lee - 2004 - Science Education 88 (2):263-291.
  29. Science Education in a Multiscience Perspective.Masakata Ogawa - 1995 - Science Education 79 (5):583-593.
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  30. Critical Thinking and Science Education.Sharon Bailin - 2002 - Science & Education 11 (4):361-375.
  31.  4
    Developing a Graduate Level Science Education Course on the Nature of Science.David C. Eichinger, Sandra K. Abell & Zoubeida R. Dagher - 1997 - Science & Education 6 (4):417-429.
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  32.  8
    Science Education as an Exercise in Foreign Affairs.William W. Cobern - 1995 - Science & Education 4 (3):287-302.
  33.  1
    Evolving Nature of Objectivity in the History of Science and its Implications for Science Education.Mansoor Niaz - 2017 - Springer Verlag.
    This book explores the evolving nature of objectivity in the history of science and its implications for science education. It is generally considered that objectivity, certainty, truth, universality, the scientific method and the accumulation of experimental data characterize both science and science education. Such universal values associated with science may be challenged while studying controversies in their original historical context. The scientific enterprise is not characterized by objectivity or the scientific method, but rather (...)
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  34. Science Education and the Science‐Technology‐Society (S‐T‐S) Theme.Rodger W. Bybee - 1987 - Science Education 71 (5):667-683.
  35.  50
    Lyotard, Postmodernism and Science Education: A Rejoinder to Zembylas.Roland M. Schulz - 2007 - Educational Philosophy and Theory 39 (6):633–656.
    Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve (...)
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  36.  11
    Modeling Theory in Science Education.Ibrahim A. Halloun - 2006 - Springer.
    This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science.
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  37. A Vision for Science Education: Responding to Peter Fensham's Work.Roger Cross (ed.) - 2002 - Routledge.
    One of the most important and consistent voices in the reform of science education over the last thirty years has been that of Peter Fensham. His vision of a democratic and socially responsible science education for all has inspired change in schools and colleges throughout the world. Often moving against the tide, Fensham travelled the world to promote his radical ideology. He was appointed Australia's first Professor of Science Education, and was later made a (...)
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  38.  6
    Science, Education and the French Revolution.L. Williams - 1953 - Isis 44:311-330.
  39. Multicultural Science Education: Perspectives, Definitions, and Research Agenda.Mary M. Atwater & Joseph P. Riley - 1993 - Science Education 77 (6):661-668.
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  40. The Implications for Science Education of Heidegger’s Philosophy of Science.Robert Shaw - 2013 - Educational Philosophy and Theory 45 (5):546-570.
    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal (...)
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  41.  14
    Science Education and the Nature of Nature: Bruno Latour's Ontological Politics.Tristan Gleason - 2017 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 53 (6):573-586.
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  42.  15
    Postmodernism, Science Education and the Slippery Slope to the Epistemic Crisis.Renia Gasparatou - 2018 - Educational Philosophy and Theory 50 (14):1412-1413.
    Declarations of the death knell of postmodernism are rather quite commonplace. For its 50th anniversary, The Journal of Educational Philosophy and Theory conducted a philosophical experiment, asking philosophers of education to solicit a comment, argument or position concerning the so-called death of postmodern philosophy. Renia Gasparatou joined this experiment; in this short paper she suggests that, unfortunately, postmodernism is not dead enough!
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  43.  7
    Science, Education and Napoleon I.L. Williams - 1956 - Isis 47:369-382.
  44. Science Education.W. H. Brock - 1990 - In R. C. Olby, G. N. Cantor, J. R. R. Christie & M. J. S. Hodge (eds.), Companion to the History of Modern Science. Routledge. pp. 2--946.
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  45.  97
    Knowledge, Belief, and Science Education.Waldomiro Silva-Filho, Charbel El-Hani & Tiago Ferreira - 2016 - Science & Education 25 (7 - 8):775-794.
    This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo (...)
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  46.  18
    Mediated Modeling in Science Education.Ibrahim A. Halloun - 2007 - Science & Education 16 (7-8):653-697.
  47.  7
    From Inquiry-Based Science Education to the Approach Based on Scientific Practices.Antonio García-Carmona - 2020 - Science & Education 29 (2):443-463.
  48.  8
    Lucky Belief in Science Education.Richard Brock - 2018 - Science & Education 27 (3-4):247-258.
    The conceptualisation of knowledge as justified true belief has been shown to be, at the very least, an incomplete account. One challenge to the justified true belief model arises from the proposition of situations in which a person possesses a belief that is both justified and true which some philosophers intuit should not be classified as knowledge. Though situations of this type have been imagined by a number of writers, they have come to be labelled Gettier cases. Gettier cases arise (...)
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  49. The Science Education Reform Movement: Implications for Social Responsibility.John Ramsey - 1993 - Science Education 77 (2):235-258.
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  50.  28
    Science Education From a Social Constructivist Position: A Worldview.Garth D. Benson - 2001 - Studies in Philosophy and Education 20 (5):443-452.
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