Titlebook: Science Education and Culture; The Contribution of Fabio Bevilacqua,Enrico Giannetto,Michael R. Matth Book 2001 Springer Science+Business

Intellectual

fetter

ber 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conf

municipality

History in Science Education, with Cautionary Tales about the Agreement of Measurement and Theoryy, its most conspicuous current use is as a sugar coating to the hard nuts of the real curriculum. We have failed to persuade textbook writers and science teachers that they have not done their job if they do not make the history of their discipline a significant part of their pedagogical work. One

壁画

Scientific Culture and Public Educationnt than any other produced before by natural philosophy. When carefully formulated this picture provides us with: (a) an unprecedentedly reliable representation of vast regions of the natural world; and (b) a non-arbitrary public framework for understanding and furthering important areas of public c

NEXUS

尽责

Nature-of-Science Literacy in , and ,: Post-Modern/Relativist or Modern/Realist?o ‘postmodern’ while others have charged they are too ‘modern’ in their descriptions of the nature of science. An analysis of the documents shows how each charge might arise. Science’s complexity requires one to say that’ scientific knowledge is tentative or subject to change’ and’ scientific knowle

mosque

Amenable

BANAL

Instrumentality, Hermeneutics and the Place of Science in the School Curriculumthe denial of reflexivity. It relates these characteristics to an instrumental criterion of knowing, which, it is argued, is pervasive in science. The relationship between this complex whole and the interpretative emphasis within both science and the humanities is then examined. The article suggests

Bumptious