Titlebook: Reconceptualizing the Nature of Science for Science Education; Scientific Knowledge Sibel Erduran,Zoubeida R. Dagher Book 2014 Springer Net

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Sibel Erduran,Zoubeida R. Dagher.. But take heed: regression does not necessarily prove the causality of the association. The direction of effect must be derived theoretically before it can be empirically proven with regression. Sometimes the direction of causality cannot be determined, as for example between the ages of couples g

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Reconceptualizing the Nature of Science for Science EducationScientific Knowledge

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Towards Generative Images of Science in Science Education,es, we now refer to them collectively as the . (GIS) to emphasize their pedagogical utility. The FRA and the GIS heuristics are applied to example curriculum standards. The potential contributions of the FRA framework to research and development in science education are explored and some recommendations are offered.

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Aims and Values of Science, and the review is extended to draw some implications for science education. Examples are drawn to show how scientific aims and values can be promoted in science lessons particularly in relation to assessment of a range of values. The discussion is contextualized in a contemporary curriculum standards document.

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Family Resemblance Approach to Characterizing Science,cience education. The components of the FRA are described and a rationale is provided for drawing on FRA to characterise the nature of science for science education. The FRA can provide a fresh new perspective on how science can be conceptualized in general and how such conceptualisation can be usef