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How We Teach Science : What’s Changed, and Why It Matters / John L. Rudolph.

By: Material type: TextTextPublisher: Cambridge, MA : Harvard University Press, [2019]Copyright date: 2019Description: 1 online resource (304 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780674240377
Subject(s): DDC classification:
  • 507.1/273 23
LOC classification:
  • Q183.3.A1
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Introduction -- 1. From Textbook to Laboratory -- 2. The Laboratory in Practice -- 3. Student Interest and the New Movement -- 4. The Scientific Method -- 5. Problems and Projects -- 6. The War on Method -- 7. Origins of Inquiry -- 8. Scientists in the Classroom -- 9. Project 2061 and the Nature of Science -- 10. Science in the Standards Era -- Conclusion -- Notes -- Acknowledgments -- Index
Summary: A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The 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 scientific 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 experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780674240377

Frontmatter -- Contents -- Introduction -- 1. From Textbook to Laboratory -- 2. The Laboratory in Practice -- 3. Student Interest and the New Movement -- 4. The Scientific Method -- 5. Problems and Projects -- 6. The War on Method -- 7. Origins of Inquiry -- 8. Scientists in the Classroom -- 9. Project 2061 and the Nature of Science -- 10. Science in the Standards Era -- Conclusion -- Notes -- Acknowledgments -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The 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 scientific 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 experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional 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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 19. Oct 2024)