排序方式: 共有54条查询结果,搜索用时 15 毫秒
51.
This article presents the results of a research project that investigated the extent to which the use of the historical episode
of the Millikan-Ehrenhaft dispute over the existence of the elementary electric charge can improve students’ conceptions of
specific aspects of the Nature of Science (NOS). A teaching programme containing seven hourly teaching units was designed
and implemented. The teaching intervention was designed on the basis of an explicit form of teaching that was integrated into
the scientific content and through the use of short stories. Students’ conceptions of specific aspects of NOS were documented
in a questionnaire distributed before and after the class. The results showed that there was a significant statistical improvement
in students’ conceptions of the aspects of NOS that had been selected for teaching. 相似文献
52.
Dimitris P. Papayannakos 《Science & Education》2008,17(6):573-611
The structure of David’s Bloor argument for the Strong Programme (SP) in Science Studies is criticized from the philosophical
perspective of anti-skeptical, scientific realism. The paper transforms the common criticism of SP—that the symmetry principle
of SP implies an untenable form of cognitive relativism—into the␣clear philosophical issue of naturalism versus Platonism.
It is also argued that the concrete patterns of SP’s interest-explanations and its sociological definition of knowledge involve
philosophical skepticism. It is claimed, then, that the most problematic elements of SP reside primarily in philosophical
skepticism. It is also claimed that this sort of criticism can be directed against other more radical, versions of constructivism
in science and science education studies. 相似文献
53.
54.
Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them,how They Conceptualise Them and What Are Their Views on Their Use 总被引:1,自引:0,他引:1
There is considerable evidence that use of anthropomorphism and animism in science teaching is a common practice in all grades of education. However, not much is known about teachers' own views on the real reasons why they have been using animistic and anthropomorphic formulations or on the issue of whether animism and anthropomorphism should or should not be used in science. The present work, which was carried out in Greece, investigates early years teachers' views on the use of animism and anthropomorphism and on the reasons behind their use of these formulations. The study was designed as a small-scale exploration study. Research data were obtained from recorded group interviews and from written tasks. Results indicate that early years teachers seem to adopt the view that animism and anthropomorphism in early years science can cause cognitive problems in young children, and also that these teachers believe that in special cases use of animism and anthropomorphism can cause emotional problems as well. Results also reveal that, despite their reservations, teachers use animism and anthropomorphism both consciously and unconsciously and that they attribute their conscious use of these formulations to their low levels of content and pedagogical content knowledge in science. 相似文献