Towards scientific literacy

• Verfasst von: Hodson, Derek [VerfasserIn]
• Titel: Towards scientific literacy
• Titelzusatz: a teachers' guide to the history, philosophy, and sociology of science
• Verf.angabe: Derek Hodson, Ontario Institute for Studies in Education, University of Toronto, Canada
• Verlagsort: Rotterdam ; Taipei
• Verlag: Sense Publishers
• E-Jahr: 2008
• Jahr: [2008]
• Umfang: 1 Online-Ressource (xii, 241 Seiten)
• Illustrationen: Illustrationen
• Gesamttitel/Reihe: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
• ISBN: 978-90-8790-507-1
• DOI: doi:10.1163/9789087905071
• Schlagwörter: (s)Wissenschaftstheorie
• Datenträger: Online-Ressource
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Druck-Ausgabe: Hodson, Derek: Towards scientific literacy. - Rotterdam : Sense publishers, 2008. - xii, 241 Seiten
• RVK-Notation: TB 6500
• Sach-SW: Science
• Sach-SW: Science
• Sach-SW: Science
• K10plus-PPN: 1738133400
• K10plus-PPN:
  Universitätsbibliothek
• Lokale URL UB: Zum Volltext

Abstract

Preliminary Material -- In Pursuit of Scientific Literacy -- Exploring Nature of Science Issues -- The Traditional View of Science -- Exploring Alternative Views of Science -- Scientific Inquiry, Experiment and Theory -- Realism or Instrumentalism -- Insight from the Sociology of Science -- Making a case for History of Science -- Looking for Balance in the Curriculum -- Further Thoughts on Social Construction and Scientific Rationality -- References -- Index.

Abstract

This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS). A number of books cover essentially the same ground, but what makes this book unique is that it is written from the perspective of science education. The author’s purpose is twofold. First, to identify, clarify and critique elements in the HPS literature that are of key importance in developing students’scientific and technological literacy, as defined in the opening chapter of the book. Second, to enhance teachers’ capacity to build and present curricula that afford a much higher profile to HPS than has been traditional. The significance of the book can be judged from the prominence given to nature of science understanding in much recent international debate and writing in science education and in the plethora of influential reports on science and technology education published around the world that identify HPS knowledge and understanding as central components of 21st century science education