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Science textbooks and science teaching: From logic to evidence
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This article is published in Science Education.The article was published on 1992-01-01. It has received 96 citations till now. The article focuses on the topics: Science education & Applied science.read more
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Para uma imagem não deformada do trabalho científico
Daniel Gil Pérez,Isabel Fernández Montoro,Jaime Carrascosa Alís,António Cachapuz,Joâo Félix Praia +4 more
TL;DR: In this article, a presente artigo pretende evidenciar a importância de (re)conhecer as visoes deformadas dos professores sobre o trabalho cientifico, para a partir dai poderem consciencializar e modificar as their proprias concepcoes epistemologicas acerca da natureza da ciencia and construcao do conhecimento cientício.
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Visiones deformadas de la ciencia transmitidas por la enseñanza
TL;DR: In el nivel universitario, apenas proporciona ocasion a los estudiantes de familiarizarse con las estrategias caracteristicas del trabajo cientifico.
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Formative and Summative Assessment by Teachers
TL;DR: In this paper, the authors present the Formative and Summative Assessment by Teachers (FSA) for science education, which is a formative and summative assessment by teachers.
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Technology as 'Applied Science' A Serious Misconception that Reinforces Distorted and Impoverished Views of Science
Daniel Gil-Pérez,Amparo Vilches,Isabel Fernández,António Cachapuz,João Praia,Pablo Valdés,Julia Salinas +6 more
TL;DR: The lack of attention paid to the technological dimension in science education contributes to a naive and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens.
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From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks
TL;DR: In this paper, the authors analyze chemistry textbooks, at the freshman college level, to determine the degree to which they deal with recent developments in the history and philosophy of science, and conclude that most textbooks emphasize experimental details based on observations, leading to the presentation of scientific progress as a rhetoric of conclusions, based on irrevocable truths.
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The Structure of Scientific Revolutions
TL;DR: The Structure of Scientific Revolutions as discussed by the authors is a seminal work in the history of science and philosophy of science, and it has been widely cited as a major source of inspiration for the present generation of scientists.
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Accommodation of a scientific conception: Toward a theory of conceptual change
TL;DR: In this paper, a general model of conceptual change is proposed, which is largely derived from current philosophy of science, but which they believe can illuminate * This model is partly based on a paper entitled "Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.
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The conditions of conceptual change in the classroom
TL;DR: The conceptual change model has two major components: the conditions that need to be satisfied for a person to experience conceptual change and the person's conceptual ecology that provides the context in which the conceptual change occurs.