This book presents an overview of the history and philosophy of science, explores its methodological and educational implications, and develops innovative teaching strategies, based on actual classroom practice, that emphasize 'science-in-the-making'.
This book presents an overview of the history and philosophy of science, explores its methodological and educational implications, and develops innovative teaching strategies, based on actual classroom practice, that emphasize 'science-in-the-making'.
Mansoor Niaz is Professor at the Chemistry Department, Universidad de Oriente, Cumaná, Venezuela.
Inhaltsangabe
1. Introduction 2. The Role of Presuppositions, Contradictions, Controversies, and Speculations versus Kuhn's Normal Science 3. A Rationale for Mixed Methods (Integrative) Research Programs in Education 4. Exploring Alternative Approaches to Methodology in Educational Research 5. Can Findings of Qualitative Research in Education be Generalized? 6. Qualitative Methodology and its Pitfalls in Educational Research 7. Did Columbus Hypothesize or Predict? Facilitating Teachers' Understanding of Hypotheses and Predictions 8. Facilitating Teachers' Understanding of Alternative Interpretations of Conceptual Change 9. Progressive Transitions in Teachers' Understanding of Nature of Science Based on Historical Controversies 10. What 'ideas-about-science' Should be Taught in School Science? 11. Whither Constructivism? Understanding Tentative Nature of Scientific Knowledge 12. Conclusion: Methodologists Need to Catch Up with Practicing Researchers
1. Introduction 2. The Role of Presuppositions, Contradictions, Controversies, and Speculations versus Kuhn's Normal Science 3. A Rationale for Mixed Methods (Integrative) Research Programs in Education 4. Exploring Alternative Approaches to Methodology in Educational Research 5. Can Findings of Qualitative Research in Education be Generalized? 6. Qualitative Methodology and its Pitfalls in Educational Research 7. Did Columbus Hypothesize or Predict? Facilitating Teachers' Understanding of Hypotheses and Predictions 8. Facilitating Teachers' Understanding of Alternative Interpretations of Conceptual Change 9. Progressive Transitions in Teachers' Understanding of Nature of Science Based on Historical Controversies 10. What 'ideas-about-science' Should be Taught in School Science? 11. Whither Constructivism? Understanding Tentative Nature of Scientific Knowledge 12. Conclusion: Methodologists Need to Catch Up with Practicing Researchers
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