A proposal to teach the nature of science (NOS) to science teachers: The ‘structuring theoretical fields’ of NOS

 
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2012 (EL)
A proposal to teach the nature of science (NOS) to science teachers: The ‘structuring theoretical fields’ of NOS (EN)

ADÚRIZ-BRAVO, AGUSTÍN; Universidad de Buenos Aires, Argentina

This article sketches a theoretical framework that I have been devising in order to teach the nature of science (NOS) to pre- and in-service science teachers for all the educational levels (from kindergarten to university). The framework suggests that teachers should learn a set of simple ‘key-ideas’ from NOS. Those key-ideas can be selected and validated through a matrix that has two ‘structuring’ components: 1. a list of the main schools of twentieth-century philosophy of science (called stages); and 2. a list of their main fields of inquiry (called strands). Examples of NOS contents within and across some of the three stages and seven strands that I have identified, together with suitable pedagogies, are presented here under the form of three didactical units. (EN)

Nature of science, teacher education, key-ideas, matrix of stages and strands, didactical units (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

Αγγλική γλώσσα

2012-03-27


Array (EN)

Review of Science, Mathematics and ICT Education; Τόμ. 1, Αρ. 2 (2007); 41-56 (EL)
Review of Science, Mathematics and ICT Education; Τόμ. 1, Αρ. 2 (2007); 41-56 (EN)

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