Scientific Teaching and Learning

This book is divided into four main sections: In section (1) we categorize teachers into four groups (advocates of efforts and autonomy, and affected and disaffected eclectics) in accordance to the beliefs they hold.

Author: Martin Odudukudu

Publisher: Createspace Independent Publishing Platform

ISBN: 9781495440458

Category: Education

Page: 152

View: 531

SCIENTIFIC TEACHING SCIENTIFIC TEACHINGThis book has the same focus as the common core learning standard; it is intended to meet the aspirations of the employer, parents, educators and students. Our focus is very promising. Our educational efforts are now geared to change from focusing upon teaching students to pass tests to learning how to apply knowledge. We now know that a capacity to merely recall answers relates to the old traditional methods of teaching and learning and that the capacity to think through problems and get answers relate to the progressive methods. We are also realizing that success in our educational efforts are grounded upon a clear understanding of students interest, and of how to integrating students' concerns with the subject matter; but do we truly?THE SCIENTIFIC TEACHINGThe common core learning standard helps to bring to focus the realization that children can learn at higher levels when properly taught to do so. No age group or grade level corresponds with and/or is restricted to a particular level of learning. The first and second grade students can do simple equation if their teachers can teach them how to do it. Human beings can and do achieve increased capacity to simplify, understand and address problems; they think. What is not so clear in regard to the common core, however, is what human beings do when they think. The authors of the common core learning standard seem to have simply pointed at what students can do, at human capacities, and told others to go figure it out harness these capacities.With "Scientific Teaching; an explanation of the Philosophy," we find that in thinking, one is concerned with the subject and predicate (aspects) relationships of a subject matter. In the subject (premise, context, and ground) aspect of a concern or subject matter, one generates and/or analyzes the constituting elements; but in the predicate (conclusion, occurrence) aspect of a representation one obtains a synthesized representation. However, authors of the common core learning standard do not emphasize these aspect of learning; they say that the local education agencies are responsible for this aspect of the common core. This leaves the local agencies with little or no clear methods to harness resources and to achieve a goal they did not set. In the Scientific Teaching, we explain the philosophies and present the instructional methods of Goal and Task Teaching and Learning. GTTL is said to be scientific in that the methods have a shared focus; the focus is the same for Mathematics, Physics, Chemistry or Biology as it is for the English Language Arts. This book is divided into four main sections: In section (1) we categorize teachers into four groups (advocates of efforts and autonomy, and affected and disaffected eclectics) in accordance to the beliefs they hold. Section (2) attempts to explicate a theory of interest; here we differentiate interest that are due to external from those that are due to internal occurrences. We explain how an actual task situation and/or object affect a student's interest. Section (3) explicates the scientific aspects of a subject matter; here, we explicate the subject and predicate aspects of a subject matter. This section is presented with many illustrations and examples, and is simplified for the most reluctant readers. And, in section (4) we further clarify the Goal and Task Teaching and Learning (GTTL) method, a teaching method for which we hold a patent. In this last section, we explain how thinking and interest are connected; and how scientific teaching relates to thinking and interest.

International Handbook of Research in History Philosophy and Science Teaching

In, D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 301–326). New York: Macmillan Publishing Company. Garritz, A. (2013). Teaching the philosophical interpretations of quantum mechanics and quantum chemistry ...

Author: Michael R. Matthews

Publisher: Springer

ISBN: 9400776543

Category: Education

Page: 2532

View: 447

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

History Philosophy and Science Teaching A Personal Story

3.2.3 Theoretical Thesis: Intentions and the Explanation of Behaviour My theoretical thesis was a 200-page study of Causality, Intentions and the Explanation of Behaviour. Its core was Hume's account of causation, and modern critiques ...

Author: Michael R. Matthews

Publisher: Springer Nature

ISBN: 9811605580

Category: Education

Page: 313

View: 921

This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of 'History, Philosophy and Science Teaching'. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends - Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education. "Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. This is an essential read for anyone interested in science education." -- Michael J. Reiss, Professor of Science Education, University College London "The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum." -- Eric Scerri, Chemistry Department, University of California Los Angeles "Matthews records his intellectual maturation and career in a rich personal narrative. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching." -- Roland M. Schulz, Centre for Imagination in Research, Culture and Education, Simon Fraser University.

Science Teaching

Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum.

Author: Michael R. Matthews

Publisher: Routledge

ISBN: 1317796160

Category: Education

Page: 256

View: 953

Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.

Science Education and Culture

The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field ...

Author: Fabio Bevilacqua

Publisher: Springer Science & Business Media

ISBN: 9401007306

Category: Science

Page: 376

View: 710

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.

History Philosophy and Science Teaching

Science, worldviews and education. Dordrecht: Springer. Matthews, M. R. (2014). Science, worldviews and education. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1585–1635).

Author: Michael R. Matthews

Publisher: Springer

ISBN: 3319626167

Category: Science

Page: 326

View: 99

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

Science Teaching

The author argues that science teaching can be improved if the science curriculum includes the historical and philosophical dimensions of topics.

Author: Michael R. Matthews

Publisher: Psychology Press

ISBN: 9780415908993

Category: Education

Page: 287

View: 562

The author argues that science teaching can be improved if the science curriculum includes the historical and philosophical dimensions of topics. He outlines the history of contextual approaches and explores curriculum developments that address questions about the nature of science.

Chemistry Education and Contributions from History and Philosophy of Science

Teaching quantum physics in upper secondary school in France: 'Quanton' versus 'wave-particle' duality, two approaches of the problem of reference. Science & Education, 24, 937–955. Lawler, J. (1975). Dialectical philosophy and ...

Author: Mansoor Niaz

Publisher: Springer

ISBN: 3319262483

Category: Science

Page: 250

View: 966

This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. The importance of HPS has been recognized for the science curriculum since the middle of the 20th century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding of the history and philosophy of science. “Professor Niaz’s book is most welcome, coming at a time when there is an urgently felt need to upgrade the teaching of science. The book is a huge aid for adding to the usual way - presenting science as a series of mere facts - also the necessary mandate: to show how science is done, and how science, through its history and philosophy, is part of the cultural development of humanity.” Gerald Holton, Mallinckrodt Professor of Physics & Professor of History of Science, Harvard University “In this stimulating and sophisticated blend of history of chemistry, philosophy of science, and science pedagogy, Professor Mansoor Niaz has succeeded in offering a promising new approach to the teaching of fundamental ideas in chemistry. Historians and philosophers of chemistry --- and above all, chemistry teachers --- will find this book full of valuable and highly usable new ideas” Alan Rocke, Case Western Reserve University “This book artfully connects chemistry and chemistry education to the human context in which chemical science is practiced and the historical and philosophical background that illuminates that practice. Mansoor Niaz deftly weaves together historical episodes in the quest for scientific knowledge with the psychology of learning and philosophical reflections on the nature of scientific knowledge and method. The result is a compelling case for historically and philosophically informed science education. Highly recommended!” Harvey Siegel, University of Miami “Books that analyze the philosophy and history of science in Chemistry are quite rare. ‘Chemistry Education and Contributions from History and Philosophy of Science’ by Mansoor Niaz is one of the rare books on the history and philosophy of chemistry and their importance in teaching this science. The book goes through all the main concepts of chemistry, and analyzes the historical and philosophical developments as well as their reflections in textbooks. Closest to my heart is Chapter 6, which is devoted to the chemical bond, the glue that holds together all matter in our earth. The chapter emphasizes the revolutionary impact of the concept of the ‘covalent bond’ on the chemical community and the great novelty of the idea that was conceived 11 years before quantum mechanics was able to offer the mechanism of electron pairing and covalent bonding. The author goes then to describe the emergence of two rival theories that explained the nature of the chemical bond in terms of quantum mechanics; these are valence bond (VB) and molecular orbital (MO) theories. He emphasizes the importance of having rival theories and interpretations in science and its advancement. He further argues that this VB-MO rivalry is still alive and together the two conceptual frames serve as the tool kit for thinking and doing chemistry in creative manners. The author surveys chemistry textbooks in the light of the how the books preserve or not the balance between the two theories in describing various chemical phenomena. This Talmudic approach of conceptual tension is a universal characteristic of any branch of evolving wisdom. As such, Mansoor’s book would be of great utility for chemistry teachers to examine how can they become more effective teachers by recognizing the importance of conceptual tension”. Sason Shaik Saeree K. and Louis P. Fiedler Chair in Chemistry Director, The Lise Meitner-Minerva Center for Computational Quantum Chemistry, The Hebrew University of Jerusalem, ISRAEL

Philosophy Science Education and Culture

Part II sets out some theories of method as examples of critical inquiry in science. Parts I and II deal exclusively with ... This book is about philosophical theories of knowledge and science that impinge on science education.

Author: Robert Nola

Publisher: Springer Science & Business Media

ISBN: 1402037708

Category: Science

Page: 490

View: 616

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

Discourse Strategies for Science Teaching and Learning

In K. S. Tang & K. Danielssson (Eds.), Global Developments in Literacy Research for Science Education (pp. 237–258). Cham, Switzerland: Springer. ... Language as Social Semiotic: The Social Interpretation of Language and Meaning.

Author: Kok-Sing Tang

Publisher: Routledge

ISBN: 1000209326

Category: Education

Page: 198

View: 258

This engaging and practical volume looks at discourse strategies and how they can be used to facilitate and enhance science teaching and learning within the classroom context, offering a synthesis of research on classroom discourse in science education as well as practical discourse strategies that can be applied to the classroom. Focusing on the connection between research and practice, this comprehensive guide unpacks and illustrates key concepts on the role of discourse in students’ thinking and learning based on empirical analysis of real conversations in a number of science classrooms. Using real-life classroom examples to extend the scope of research into science classroom discourse begun during the 1990s, Kok-Sing Tang offers original discourse strategies as explicit methods of using discourse to engage in meaning-making and work towards a specific instructional goal. This volume covers new and informative topics including how to use discourse to: Establish classroom activity and interaction Build and assess scientific content knowledge Organize and evaluate scientific narrative Enact scientific practices Coordinate the use of multimodal representations Building on more than ten years of research on classroom discourse, Discourse Strategies for Science Teaching and Learning is an ideal text for science teacher educators, pre-service science teachers, scholars, and researchers.