Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

6: Philosophical and Historical Bases of Science Teaching

6: Philosophical and Historical Bases of Science Teaching 6: PHILOSOPHICAL AN D HISTORICAL BASES OF SCIENCE TEACHING James T. Robinson* Teachers College, Columbia University** Previous research reviews in science teaching have not considered philosophical and historical studies. Behavioral studies, curriculum studies, and studies of teaching methods have been most prominent in the literature; but, as Hurd and Rowe (1964) pointed out, such researches have lacked well-developed philosophic starting points and have tended to be contradictory, fragmented, and unpatterned. These teaching and learning studies have appropriated "methods" of science, scientific "principles," science "concepts," etc. as unexamined starting points. However, philosophic studies—studies of methods and principles of science in and of themselves and studies of curriculum design and teaching methods that are consistent with particular methods and prin­ ciples of science—have been largely neglected. Several forces have contributed to the science educator's emerging attention to philosophic studies. Scientific knowledge is growing at a rate that makes it impossible for text materials to be completely up-to-date. Growth of knowledge is not only by accretion; rather, it is characterized more appropriately as conceptual reorganization—inert gases are no longer inert, cells are no longer bags of enzymes. A second force relates to science and society. Conceptions of Darwinian evolution, relativity theory, and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Review of Educational Research SAGE

6: Philosophical and Historical Bases of Science Teaching

Robinson, James T.
Review of Educational Research , Volume 39 (4): 13 – Oct 1, 1969
Download PDF
13 pages

Loading next page...
 
/lp/sage/6-philosophical-and-historical-bases-of-science-teaching-IqKsikCy0c

References (41)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0034-6543
eISSN
1935-1046
DOI
10.3102/00346543039004459
Publisher site
See Article on Publisher Site

Abstract

6: PHILOSOPHICAL AN D HISTORICAL BASES OF SCIENCE TEACHING James T. Robinson* Teachers College, Columbia University** Previous research reviews in science teaching have not considered philosophical and historical studies. Behavioral studies, curriculum studies, and studies of teaching methods have been most prominent in the literature; but, as Hurd and Rowe (1964) pointed out, such researches have lacked well-developed philosophic starting points and have tended to be contradictory, fragmented, and unpatterned. These teaching and learning studies have appropriated "methods" of science, scientific "principles," science "concepts," etc. as unexamined starting points. However, philosophic studies—studies of methods and principles of science in and of themselves and studies of curriculum design and teaching methods that are consistent with particular methods and prin­ ciples of science—have been largely neglected. Several forces have contributed to the science educator's emerging attention to philosophic studies. Scientific knowledge is growing at a rate that makes it impossible for text materials to be completely up-to-date. Growth of knowledge is not only by accretion; rather, it is characterized more appropriately as conceptual reorganization—inert gases are no longer inert, cells are no longer bags of enzymes. A second force relates to science and society. Conceptions of Darwinian evolution, relativity theory, and

Journal

Review of Educational Research – SAGE

Published: Oct 1, 1969

There are no references for this article.