排序方式： 共有5条查询结果，搜索用时 31 毫秒
1
1.
There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe’s scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe’s conception of scientific experimentation can make to practical work in school science. 相似文献
2.
Science & Education - The social reaction to the recent detection of the Higgs boson and gravitational waves provided evidence that public interest in modern physics has reached a high point.... 相似文献
3.
Science & Education - Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light... 相似文献
4.
Cultural Studies of Science Education - Despite the long-standing interest among science educators in using history of science in science teaching, little has been discussed around whether and how... 相似文献
5.
Wonyong Park 《Educational Philosophy and Theory》2020,52(13):1434-1448
AbstractLooking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make connections between the scientific accounts of disasters and the social and political contexts that surround them. In this theoretical paper, I claim that this disconnect is problematic and that overcoming it is a key to understanding and teaching disaster in a more nuanced and comprehensive manner. Drawing primarily on science and technology studies (STS) on disaster, I explore the potential of interpreting disasters as failures of socio-technical systems, which helps us unearth the inner workings of the complex network of science, technology and society in the wake of calamities. STS challenges the dichotomous understanding of the material and social worlds and takes a view that they shape each other to constitute socio-technical systems. Taking such an approach to disaster allows a synthetic understanding of the natural, technological and human-made disasters that we are faced with in the age of uncertainty and complexity. Based on the ideas of STS and examples of recent disasters in East Asian countries, I argue that disaster education and science education can cross-pollinate in tackling the post-disaster hardship and cultivating responsible citizens. 相似文献
1