The effect of teachers' sociological understanding of science (SUS) on curricular innovation |
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Authors: | Dr Christine M Cunningham |
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Institution: | (1) Department of Education, Cornell University, Kennedy Hall, 14853 Ithaca, NY, USA |
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Abstract: | Science education reform initiatives advocate incorporating more accurate portrayals of science in the high school classroom
that attend to science in its larger social context. However, conveying such understandings will require teachers to possess
new knowledge about how science is practised. This paper reports research that investigated the effect of teachers' sociological
understanding of science (SUS) on their design and implementation of curriculum innovations. It concludes that teachers' SUS
level strongly influences their ability to innovate; knowledge about science is necessary, but not sufficient, for sociologically
informed curricula. |
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