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1. |
Students' Preconceptions about the Epistemology of Science |
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Science Education,
Volume 76,
Issue 6,
1992,
Page 559-580
Alan G. Ryan,
Glen S. Aikenhead,
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PDF (1369KB)
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摘要:
AbstractThe North American confusion of science with technology can cloud epistemic views. This should be kept in mind as one reads the following analysis of students' views on the epistemology of science. Chances are great that when students talk about science, they are probably talking about technology, specifically medical and environmental technological investigations.
ISSN:0036-8326
DOI:10.1002/sce.3730760602
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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2. |
Constraints to teaching elementary science: A case study of a science enthusiast student teacher |
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Science Education,
Volume 76,
Issue 6,
1992,
Page 581-595
Sandra K. Abell,
Marie Roth,
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PDF (929KB)
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ISSN:0036-8326
DOI:10.1002/sce.3730760603
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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3. |
The ubiquitous quantities: Explorations that inform the design of instruction on the physical properties of matter |
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Science Education,
Volume 76,
Issue 6,
1992,
Page 597-614
Leopold E. Klopfer,
Audrey B. Champagne,
Seth D. Chaiklin,
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PDF (1294KB)
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ISSN:0036-8326
DOI:10.1002/sce.3730760604
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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4. |
Studying conceptual change in learning physics |
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Science Education,
Volume 76,
Issue 6,
1992,
Page 615-652
Dewey I. Dykstra,
C. Franklin Boyle,
Ira A. Monarch,
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PDF (2612KB)
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摘要:
AbstractThere is often a severe problem of lack of communication between teacher and pupils. When two people communicate, what passes between them are the words and gestures they use to attempt to convey meaning, not the meaning itself. So a teacher has some ideas which he or she hopes to convey by putting them into words, diagrams or symbols. The child may take note of the words, and so on, but from these has to build up a meaning for them. There is clearly a strong possibility that this meaning created by the child is not the meaning intended by the teacher. This possibility is very high if the type of language used by the teacher, or workcard, or textbook writer, is not familiar to the child. Then various things may happen, as Barnes (1986) has so clearly pointed out: a) The child may ignore what the teacher is saying. b) The teacher may ignore what the pupil is saying (the teacher “controls” knowledge by using unfamiliar language, consequently children'S ideas are devalued and are only heard when they talk among themselves). c) The teacher may insist that the pupils use the “correct” words and so, sound scientific. (We, like Barnes, have seen children praised for “thinking like a scientist” when it is clear that the children are simply “making noises which sound
ISSN:0036-8326
DOI:10.1002/sce.3730760605
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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5. |
Students' understanding of light and its properties: Teaching to engender conceptual change |
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Science Education,
Volume 76,
Issue 6,
1992,
Page 653-672
Tony Fetherstonhaugh,
David F. Treagust,
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PDF (1070KB)
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ISSN:0036-8326
DOI:10.1002/sce.3730760606
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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6. |
Faculty Teaching Performance Evaluation in Higher Science Education: Issues and Implications (A “Cross‐Cultural” Case Study) |
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Science Education,
Volume 76,
Issue 6,
1992,
Page 673-684
Uri Zoller,
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PDF (659KB)
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ISSN:0036-8326
DOI:10.1002/sce.3730760607
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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7. |
Masthead |
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Science Education,
Volume 76,
Issue 6,
1992,
Page -
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PDF (100KB)
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ISSN:0036-8326
DOI:10.1002/sce.3730760601
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1992
数据来源: WILEY
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