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Innovating Science Teacher Education : A History and Philosophy of Science Perspective

Ethics and Science Education: Socio-scientific Issues in the Classroom. Advances in Nature of Science Research. Learning Science Outside the Classroom. Inquiry-Based Teaching and Learning across Disciplines. Nature of Science in General Chemistry Textbooks. How to write a great review. The review must be at least 50 characters long. The title should be at least 4 characters long. Your display name should be at least 2 characters long.

Teacher Education in India A Historical Perspective

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Innovating Science Teacher Education : Mansoor Niaz :

Available in Russia Shop from Russia to buy this item. Or, get it for Kobo Super Points! Ratings and Reviews 0 0 star ratings 0 reviews. Overall rating No ratings yet. How to write a great review Do Say what you liked best and least Describe the author's style Explain the rating you gave Don't Use rude and profane language Include any personal information Mention spoilers or the book's price Recap the plot. In order to highlight the contradiction in constructivist thinking, Matthews goes beyond and asserts: These are important questions for science educators.


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It is one thing to say that atoms have no structure of their own and the scientists impose such a structure. In contrast, one could reason that atoms do have a structure and scientists are developing the experimental methods required for understanding that reality, hence the multiplicity of atomic models in the history of science: Furthermore, this facilitates the construction of atomic models that progressively increase in their explanatory power and thus illustrate the tentative nature of scientific progress.

In a similar vein, Niaz has established an analogy between the progressive nature of atomic models and the changing nature of various forms of constructivism, such as: Trivial constructivism in Piaget , human constructivism in Ausubel and Novak , radical constructivism in Von Glasersfeld , social constructivism in Vygotsky and pragmatic constructivism in Perkins.

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Perkins has called for a more pragmatic approach to constructivism, more like a Swiss army knife with various blades for various needs.. With this background it is understandable why nature of science NOS is a controversial topic in science education, as most science curricula and textbooks emphasize simple inspection of phenomena, assuming that nature's secret can be easily perceived..

Matthews reviews the different approaches to understanding NOS in science education, among others the consensus view Lederman, Abd-El-Khalick and the family resemblance view Irzik, Nola. Matthews is particularly critical of the consensus view: Understanding this difference is critical for introducing NOS in the classroom. Matthews draws attention to the fact that the importance of history of science for education was recognized by Whewell , English scientist, philosopher and historian more than one hundred years before Popper, Kuhn and Lakatos: This may not only surprise science educators but may even be disconcerting to those who are beginning their careers in science education.

Interestingly, Matthews cites these authors in the references but do not comment on these views in the text of the chapter. Matthews however does make an important contribution by suggesting that the various aspects of NOS be considered as Features of Science FOS that are more relaxed, contextual and heterogeneous. This will facilitate the inclusion of numerous other features, such as epistemological, historical, psychological, social, and technological.. Finally, the new edition of the book by Matthews is a rich source of historical, epistemological and philosophical ideas that can be of immense help to the graduate students, teachers and researchers..

The Contribution of History a Review of Matthews, M. Routledge 1 , 2. Introduction According to latest Google Scholar Citation figures, the first edition of this book has over 1, citations, more than double of its closest rival. For science education research these are fairly high figures.

Consequently, this reviewer has decided to write with respect to only some of the chapters. Enlightenment philosophy Chapter 2 is devoted to the Enlightenment philosophers Locke, Voltaire, Hume, Kant, among others that represented the age of reason in the 18th century.

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Constructivism Chapter 8 deals with constructivism a topic of considerable interest to science educators. Perkins has called for a more pragmatic approach to constructivism, more like a Swiss army knife with various blades for various needs. With this background it is understandable why nature of science NOS is a controversial topic in science education, as most science curricula and textbooks emphasize simple inspection of phenomena, assuming that nature's secret can be easily perceived.

This will facilitate the inclusion of numerous other features, such as epistemological, historical, psychological, social, and technological. Finally, the new edition of the book by Matthews is a rich source of historical, epistemological and philosophical ideas that can be of immense help to the graduate students, teachers and researchers.

Two views about explicitly teaching nature of science. Postmodern critiques of science and Hindu nationalism in India. Rutgers University Press, Innovating science teacher education: A history and philosophy of science perspective Chapter 11, pp. Constructivism and troublesome knowledge. Threshold concepts and troublesome knowledge pp. Harvard University Press,