The Resource How we teach science : what's changed, and why it matters, John L. Rudolph

How we teach science : what's changed, and why it matters, John L. Rudolph

Label
How we teach science : what's changed, and why it matters
Title
How we teach science
Title remainder
what's changed, and why it matters
Statement of responsibility
John L. Rudolph
Creator
Author
Subject
Genre
Language
eng
Summary
The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.--
Assigning source
Provided by publisher
Cataloging source
MH/DLC
http://library.link/vocab/creatorDate
1964-
http://library.link/vocab/creatorName
Rudolph, John L.
Dewey number
507.1/273
Illustrations
illustrations
Index
index present
LC call number
Q183.3.A1
LC item number
R828 2019
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
  • Science
  • Science
  • Education
  • Education
  • Science
  • Science
  • United States
Label
How we teach science : what's changed, and why it matters, John L. Rudolph
Instantiates
Publication
Copyright
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
From textbook to laboratory -- The laboratory in practice -- Student interest and the new movement -- The scientific method -- Problems and projects -- The war on method -- Origins of inquiry -- Scientists in the classroom -- Project 2061 and the nature of science -- Science in the standards era
Dimensions
25 cm
Extent
308 pages
Isbn
9780674919341
Lccn
2018037906
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
System control number
  • (OCoLC)1057242343
  • (OCoLC)on1057242343
Label
How we teach science : what's changed, and why it matters, John L. Rudolph
Publication
Copyright
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
From textbook to laboratory -- The laboratory in practice -- Student interest and the new movement -- The scientific method -- Problems and projects -- The war on method -- Origins of inquiry -- Scientists in the classroom -- Project 2061 and the nature of science -- Science in the standards era
Dimensions
25 cm
Extent
308 pages
Isbn
9780674919341
Lccn
2018037906
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
System control number
  • (OCoLC)1057242343
  • (OCoLC)on1057242343

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