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eBook Philosophy, Science, Education and Culture (Contemporary Trends and Issues in Science Education) ePub

by Gürol Irzik,Robert Nola

eBook Philosophy, Science, Education and Culture (Contemporary Trends and Issues in Science Education) ePub
Author: Gürol Irzik,Robert Nola
Language: English
ISBN: 1402037694
ISBN13: 978-1402037696
Publisher: Springer; 2005 edition (February 28, 2006)
Pages: 490
Category: Schools & Teaching
Subcategory: Teaching
Rating: 4.8
Votes: 929
Formats: lrf lrf docx txt
ePub file: 1946 kb
Fb2 file: 1737 kb

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Series: Contemporary Trends and Issues in Science Education (Book 28). Hardcover: 490 pages. ISBN-13: 978-1402037696. Product Dimensions: . x . inches. See and discover other items: educational technology trends.

Contemporary Trends and Issues in Science Education. Philosophy, Science, Education and Culture. Authors: Nola, Robert, Irzik, Gürol. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom.

Robert Nola, Gürol Irzik. Springer Science & Business Media, 22 Şub 2006 - 490 sayfa.

Philosophy of Science in Science Teacher Education: Meeting Some of the Challenges: Historical, Philosophical .

Philosophy of Science in Science Teacher Education: Meeting Some of the Challenges: Historical, Philosophical, and Sociological Approaches. Science & Technology Education Library Philosophy, Science, Education and Culture 1. 007/1-4020-3770-8 3 RobertNola and GürolIrzik . lato on Knowledge, and a Socratic Model of Inquiry. ົວທີ 28. Robert Nola Gürol Irzik22 ກຸມພາ 2006.

Start by marking Philosophy, Science, Education and Culture (Contemporary Trends and Issues in Science .

Start by marking Philosophy, Science, Education and Culture (Contemporary Trends and Issues in Science Education) as Want to Read: Want to Read savin. ant to Read. Read by Robert Nola.

Дата издания: 2005 Серия: Contemporary trends and issues in science education Иллюстрации: 1, black .

Дата издания: 2005 Серия: Contemporary trends and issues in science education Иллюстрации: 1, black & white illustrations Размер: 235 x 155 x 28 Читательская аудитория: Professional & vocational Рейтинг: Поставляется из: Германии Описание: Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education.

Philosophy of education, philosophical reflection on the nature, aims, and problems of education, focusing on both . In addressing these many issues and problems, the philosopher of education strives for conceptual clarity, argumentative rigour, and informed valuation.

Philosophy of education, philosophical reflection on the nature, aims, and problems of education, focusing on both basic philosophical issues and more specific issues arising from educational practice. Principal historical figures.

Science education for contemporary society: Problems, issues and dilemmas

Science education for contemporary society: Problems, issues and dilemmas. Final report of the international workshop on the reform in the teaching of science and technology. AT PRIMARY AND SECONDARY LEVEL IN ASIA : COMPARATIVE REFERENCES TO EUROPE Beijing, 27–31 March 2000. International bureau of education the chinese national commission for UNESCO. PART IV: New approaches in science and technology education l The concept of ‘basic scientific knowledge’: trends in the reform in the teaching of science and technology in.

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

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