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Rethinking Science Education: Philosophical Perspectives (Hc) (Science & Engineering Education Sources) - Tapa dura

Schulz, Roland M.

 
9781623967154: Rethinking Science Education: Philosophical Perspectives (Hc) (Science & Engineering Education Sources)
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ISBN 10: 1623967155 ISBN 13: 9781623967154
Editorial: Information Age Publishing, 2014

Sinopsis

A volume in Science & Engineering Education SourcesSeries Editor Calvin S. Kalman, Concordia UniversityThis book presents a "philosophy of science education" as a research field as well asits value for curriculum, instruction and teacher pedagogy. It seeks to re-think scienceeducation as an educational endeavour by examining why past reform efforts havebeen only partially successful, including why the fundamental goal of achievingscientific literacy after several "reform waves" has proven to be so elusive. Theidentity of such a philosophy is first defined in relation to the fields of philosophy,philosophy of science, and philosophy of education. It argues that educational theorycan support teacher’s pedagogical content knowledge and that history, philosophy andsociology of science should inform and influence pedagogy. Some case studies areprovided which examine the nature of science and the nature of language to illustratewhy and how a philosophy of science education contributes to science education reform. It seeks to contribute in general tothe improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teachscience is to have a philosophical frame of mind-about the subject, about education, about one’s personal teacher identity.

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Reseña del editor

A volume in Science & Engineering Education Sources Series Editor Calvin S. Kalman, Concordia University This book presents a "philosophy of science education" as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher's pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind-about the subject, about education, about one's personal teacher identity.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Information Age Publishing
Año de publicación
2014
Idioma
Inglés
ISBN 10 
1623967155
ISBN 13 
9781623967154
Encuadernación
Tapa dura
Número de páginas
318
Contacto del fabricante
no disponible
Persona responsable
no disponible

Otras ediciones populares con el mismo título

9781623967147: Rethinking Science Education: Philosophical Perspectives (Science & Engineering Education Sources)

Edición Destacada

ISBN 10:  1623967147 ISBN 13:  9781623967147
Editorial: Information Age Publishing, 2014
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