Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Cathleen C. Loving"'
Autor:
Cathleen C. Loving, William W. Cobern
Publikováno v:
Science: Philosophy, History and Education ISBN: 9783030572389
To engage individuals in thinking about the nature of science, a subject that many may find obscure and esoteric, a good introduction is a necessity. This chapter presents a learning game called The NOS Card Exchange, originally developed in 1991 (Co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::16a0831816ae6f553160f4d494beb854
https://doi.org/10.1007/978-3-030-57239-6_11
https://doi.org/10.1007/978-3-030-57239-6_11
Publikováno v:
Science & Education. 26:841-865
This case study explores students’ physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c20ed62e0a7204169f4d60632ae1ccd
https://doi.org/10.1007/s11191-017-9930-2
https://doi.org/10.1007/s11191-017-9930-2
Publikováno v:
International Journal of Science and Mathematics Education. 14:297-317
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowled
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6cd68496d4371cca3b729542ca800020
https://doi.org/10.1007/s10763-015-9685-7
https://doi.org/10.1007/s10763-015-9685-7
Publikováno v:
Journal of Science Education and Technology. 22:488-499
Since its origination in the late nineteenth century, the warfare metaphor has been used to characterize the relationship between science and religion, especially orthodox Christianity. Though thoroughly discredited by historians of science, the ideo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e20cf58f0ea23c9bc4fe1c05c4dde6dc
https://doi.org/10.1007/s10956-012-9408-6
https://doi.org/10.1007/s10956-012-9408-6
Publikováno v:
International Journal of Mathematical Education in Science and Technology. 42:283-297
'Use of mathematical representations to model and interpret physical phenomena and solve problems is one of the major teaching objectives in high school math curriculum' (National Council of Teachers of Mathematics (NCTM), Principles and Standards fo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::153d5e72e0ec315a42ed7f541f899630
https://doi.org/10.1080/0020739x.2010.526255
https://doi.org/10.1080/0020739x.2010.526255
Autor:
Adriana Undreiu, Brandy Skjold, David Schuster, Betty Adams, William W. Cobern, Janice D. Gobert, Cathleen C. Loving, Brooks Applegate
Publikováno v:
Research in Science & Technological Education. 28:81-96
There are continuing educational and political debates about ‘inquiry’ versus ‘direct’ teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7a1f64dec2ce20a3b5f0680b0a755ff6
https://doi.org/10.1080/02635140903513599
https://doi.org/10.1080/02635140903513599
Autor:
Cathleen C. Loving, William W. Cobern
Publikováno v:
Science & Education. 17:425-447
“What is truth?” Pontius Pilot asked Jesus of Nazareth. For many educators today this question seems quaintly passe. Rejection of “truth” goes hand-in-hand with the rejection of epistemological realism. Educational thought over the last decad
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dcb2ffb858c4b50134ddc975125188c7
https://doi.org/10.1007/s11191-007-9095-5
https://doi.org/10.1007/s11191-007-9095-5
Publikováno v:
EURASIA Journal of Mathematics, Science and Technology Education. 11
Alpaslan, Muhammet/0000-0003-4222-7468; yalvac, bugrahan/0000-0002-3675-1936 WOS: 000354716200002 Over 50 years, two major reform efforts in science education took place. The purpose of the present study is to explore how the educational reforms were
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c781869c4ccfae0da6cb37471f11e2c4
https://doi.org/10.12973/eurasia.2015.1316a
https://doi.org/10.12973/eurasia.2015.1316a
Publikováno v:
Science & Education. 13:437-457
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f1bcebc0294ed485e865125e773fcee
https://doi.org/10.1023/b:sced.0000041831.36483.e7
https://doi.org/10.1023/b:sced.0000041831.36483.e7
Autor:
William W. Cobern, Cathleen C. Loving
Publikováno v:
Journal of Research in Science Teaching. 39:1016-1031
It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antisci
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1aa5dcc9092ba7810b1d53557c03f528
https://doi.org/10.1002/tea.10052
https://doi.org/10.1002/tea.10052