Read e-book online Scientific Inquiry and Nature of Science: Implications for PDF

By Flick L. B. (Ed), Lederman N.G. (Ed)

This ebook synthesizes the most up-tp-date literature and study on medical inquiry and nature of technology in K-12 guideline. it's particular in its presentation of the differences and overlaps of inquiry and nature of technological know-how as educational results. The textual content will be applicable for people getting ready to develop into technology lecturers in addition to skilled academics. Researchers and academics will locate the textual content attention-grabbing because it rigorously explores the subtleties and demanding situations of designing curriculum and guideline for integrating inquiry and nature of technology.

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Rather than settling on a single approach to science teaching, however, the tendency was to combine all of these goals under the general heading of science literacy. Published in 1989, Project 2061’s Science For All Americans (AAAS, 1989) was an attempt to reach a consensus on what students should know to be scientifically literate in the broadest possible sense. The common core of learning was selected on the basis of five criteria: (1) Does the content enhance one’s long-term employment prospects and the ability to make personal decisions?

These included discovery learning, inductive teaching, problem solving, and project learning. The key difference between this version of inquiry teaching and earlier versions was that it was linked even more closely to actual scientific inquiry in order to make it as intellectually rigorous possible. Learning the structure of the disciplines meant learning the disciplines in the way that scientists understood them, including both the content and the modes of inquiry that were used. Whether learned through the laboratory or through a textbook, the conclusions of science and the evidence that supported those conclusions would go hand-in-hand.

The laboratory would be used both as a place for the verification of chemical principles and as a place for independent discovery. Verification labs and practical illustrations would “make the understanding of the law more vivid, the recollection of its content more lasting, and, above all, to show…what the nature of its experimental basis is” (Smith & Hall, 1902, p. 106). The most important feature of the laboratory, however, was that it could be used to place the student in the role of discoverer.

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