The ‘nature of science’ in the school curriculum: the great survivor

Autor:	Edgar W. Jenkins
Rok vydání:	2013
Předmět:	Scientific literacy Pedagogy Science communication Nature of Science Sociology Social science education Science technology society and environment education Philosophy of education Curriculum Science education Education
Zdroj:	Journal of Curriculum Studies. 45:132-151
ISSN:	1366-5839 0022-0272
DOI:	10.1080/00220272.2012.741264
Popis:	This paper explores the ways in which the ‘nature of science’ (NoS) has been interpreted, accommodated and justified within school curricula since science was first schooled in the mid-nineteenth century. It explores how different interpretations of ‘the NoS’ have been invoked by those seeking to reform school science education in response to wider political, economic or social concerns such as the demand to ‘humanise’ school science teaching, to increase the supply of qualified scientists or to promote scientific literacy. It offers some comments upon the implications of these interpretations for current attempts to promote the ‘NoS’ in school science education. The focus of attention is England and, to a lesser extent, the USA but the issues raised are of contemporary relevance to many other parts of the world.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::7126e34ff7b56351702d580cb6b61a66 https://doi.org/10.1080/00220272.2012.741264 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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