A5027206012- Science Education and Pedagogy
- Education and Critical Thinking Development
- Educational Strategies and Epistemologies
- Evolution and Science Education
- Philosophy and History of Science
- Science Education and Perceptions
- Experimental and Theoretical Physics Studies
- History of Science and Natural History
- History of Science and Medicine
- Chinese history and philosophy
- Landscape and Cultural Studies
- Interdisciplinary Research and Collaboration
- Philosophy, Science, and History
- History and Developments in Astronomy
- Science and Climate Studies
- Educational theories and practices
- Academic and Historical Perspectives in Psychology
- Diverse Educational Innovations Studies
- Japanese History and Culture
- Historical Astronomy and Related Studies
- Animal and Plant Science Education
- Dialysis and Renal Disease Management
- Biofield Effects and Biophysics
- Classical Philosophy and Thought
- Cognitive Science and Education Research
Medical University of South Carolina
2024
UNSW Sydney
2014-2023
University of North Carolina at Charlotte
2022
Stanford University
2022
University of California, Los Angeles
2022
University of Wisconsin–Madison
2022
University College Lahore
2021
East Asia School of Theology
2021
Elon University
2020
KPMG (United States)
2001
This article mentions briefly the long tradition of proposals for including historical and epistemological elements in science programs; it draws attention to some contemporary educational issues that hinge upon interpretations nature science, especially constructivist proposals; range philosophical debate on merits constructivism; examines one goal commonly advanced teaching about suggests this can amount indoctrination; and, finally, proposes a modest such teaching. © 1998 John Wiley &...
First Page
Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he great science education research, theorising, pedagogy. For majority of educators, second edition (1970) his
This paper traces the use of, and arguments for, history philosophy of science in school courses. Specific attention is paid to British National Curriculum proposals .:o recommendations US Project 2061 curriculum guidelines. Some objections inclusion historical material courses are outlined answered. Mention made Piagetian thesis that individual psychoIog: cal development mirrors concepts science. introduces topic idealisation significant instances itemised where education has, at its...
Abstract Thomas Kuhn has had an impact in all academic fields. In science education, Kuhnian themes are especially noticeable conceptual change research, constructivist theorizing, and multicultural education debates. Unfortunately the influence is frequently compromised by researchers having a limited understanding of Kuhn's original ideas, little exposure to tradition philosophical opposition theories, minimal appreciation how progressively qualified his initial “irrationalist'' views...