Showing papers on "Science, technology, society and environment education published in 1982"
TL;DR: A review of the history, goals, and research findings regarding the laboratory as a medium of instruction in introductory science teaching is provided in this article, with suggestions for researchers who are working to clarify the role of the laboratory in science education.
Abstract: The laboratory has been given a central and distinctive role in science education, and science educators have suggested that there are rich benefits in learning from using laboratory activities. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory teaching is not as self-evident as it once seemed. This paper provides perspectives on these issues through a review of the history, goals, and research findings regarding the laboratory as a medium of instruction in introductory science teaching. The analysis of research culminates with suggestions for researchers who are working to clarify the role of the laboratory in science education.
881 citations
610 citations
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TL;DR: Feminists have pointed to a bias in the choice and definition of problems with which scientists have concerned themselves, and in the actual design and interpretation of experiments, and argued that modern science evolved out of a conceptual structuring of the world that incorporated particular and historically specific ideologies of gender as discussed by the authors.
Abstract: Over the past fifteen years, a new dimension to the analysis of science has emerged. Feminist theory, combined with the insights of recent developments in the history, philosophy, and sociology of science, has raised a number of new and important questions about the content, practice, and traditional goals of science. Feminists have pointed to a bias in the choice and definition of problems with which scientists have concerned themselves, and in the actual design and interpretation of experiments, and have argued that modern science evolved out of a conceptual structuring of the world that incorporated particular and historically specific ideologies of gender. The seventeen outstanding articles in this volume reflect the diversity and strengths of feminist contributions to current thinking about science.
594 citations
TL;DR: In this paper, the authors address the important question of how learning in science education relates to the growth of scientific knowledge, and they offer suggestions for modifying the objectives and content of science curricula and teaching approaches, in the light of knowledge and understanding of the history and philosophy of science.
Abstract: Summaries English In this article, the authors address themselves to the important question of how learning in science education relates to the growth of scientific knowledge. After discussing how changes in scientific concepts come about, they offer suggestions for modifying the objectives and content of science curricula and teaching approaches in science education in the light of knowledge and understanding of the history and philosophy of science.
203 citations
197 citations
TL;DR: Interrelations of writings in a complex field such as studies of science, technology and society, turn out to be highly patterned when data on author co‐citations are statistically analysed and mapped.
Abstract: Interrelations of writings in a complex field such as studies of science, technology and society, turn out to be highly patterned when data on author co‐citations are statistically analysed and mapped. For both authors and specialities, the maps reveal structures of subject matter and intellectual impact, based on the perceptions of hundreds of citers since 1972. A new tool thus is available to historians and others concerned with a field's intellectual development.
104 citations
91 citations
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01 Dec 1982
84 citations
68 citations
TL;DR: This article found that both prospective science teachers and science majors subscribed to an inductive notion of science, while the former leaned more towards the currently acceptable deductive notions of the nature of science after offering a science methods course emphasizing that logic.
Abstract: Prospective science teachers involved in this study did not endorse viewpoints about the language of science associated with any philosopher of science to the exclusion of others. Their preference, however, appeared to be with Hempel. Although to some degree, both prospective science teachers and science majors subscribed to an inductive notion of science, the former leaned more towards the currently acceptable deductive notion of the nature of science after offering a science methods course emphasizing that logic.
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TL;DR: In this article, a limited empirical look at the extent to which those conflicting ideas have penetrated the South Australian educational system as evidenced by the responses to a questionnaire provided by 300 staff and students from two South Australian Universities.
Abstract: Summaries English In relatively recent years, philosophical discussion of the nature of science and scientific progress has been envigorated successively by Popper's critical rationalism and by Kuhn's more radical view of ‘paradigms‐separated‐by‐revolutions’. The brief report given here describes a limited empirical look at the extent to which those conflicting ideas have penetrated the South Australian educational system as evidenced by the responses to a questionnaire provided by 300 staff and students from two South Australian Universities. A two‐stage analysis of these data indicates a majority view of science reflecting a hybrid of Popperian ideas with earlier, more ‘traditional’ ones. Little consensus occurred in relation to the Kuhnian view, though factor analysis suggests the position is known, or is at least meaningful, to some respondents. Comment is made on science teaching which takes note of these results.
TL;DR: When I go to a library I do not see organised knowledge but only rows of classified books, and I am told that the world structures the tree of knowledge differently.
Abstract: world, they tell me, structures the tree of knowledge differently. Why not admit that library classifications are useful arbitrary devices designed to serve the practical need to organise books in libraries in some sensible systematic way? Neill also claims that library classifications organise ktioit-ledge. So I have to repeat that when I go to a library I do not see organised knowledge but only rows of classified books. If I want the
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TL;DR: Evaluation of some teaching activities focusing on the scientific concept of ‘animal’ in secondary schools is described.
Abstract: Many students, even at a senior secondary level, do not have a scientifically acceptable concept of an animal. This paper describes the evaluation of some teaching activities focusing on the scientific concept of ‘animal’.
TL;DR: An overview of the growing trend toward industrial investment in scientific research at universities throughout the United States and the potential ethical and social implications of this collaboration are considered.
Abstract:
An overview is presented of the growing trend toward industrial investment in scientific research at universities throughout the United States. Examples of various types of collaborative arrangements are cited, and the potential ethical and social implications of this collaboration are considered.
TL;DR: Ruse, a prominent philosopher of science (particularly biology), served as an expert witness in a trial concerning the constitutionality of an Arkansas law requiring public school biology teachers to present creationism as a viable scientific alternative to evolutionary theory as mentioned in this paper.
Abstract: This article is the first piece of a three-piece exchange between Michael Ruse and Larry Laudan. (We will be reading all three pieces.) Ruse, a prominent philosopher of science (particularly biology), served as an expert witness in a trial concerning the constitutionality of an Arkansas law requiring public school biology teachers to present creationism as a viable scientific alternative to evolutionary theory.
TL;DR: The scientific community should be deeply concerned about the images of science that lie outside it and even those that lie within it, for the probability of adverse changes in these images is at least large enough so that ignorance about them would be unwise as mentioned in this paper.
Abstract: ... very largely determined by the image of science in the minds of nonscientists, especially those who make decisions about budgets, whether in government, education, or industry. If this image changes unfavorably, the mche will begin to close ... The scientific community, therefore, should be deeply concerned about the images of science that lie outside it and even those that lie within it, for the probability of adverse changes in these images is at least large enough so that ignorance about them would be unwise 1
TL;DR: In this paper, an educational dilemma for the 1980s is discussed: teaching about science, technology and society at the secondary school level in the United States, and how to solve it.
Abstract: (1982). Teaching about Science, Technology and Society at the secondary school level in the United States. An educational dilemma for the 1980s. Studies in Science Education: Vol. 9, No. 1, pp. 1-32.
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Journal Article•
01 Jan 1982
TL;DR: In this paper, a rationale for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers is provided.
Abstract: Summaries English The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.
TL;DR: In this paper, the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence held by an individual on that individual's behavior is discussed.
Abstract: Science education researchers have, with few exceptions, not used the conceptual content of science as an important variable in their research. Writings of two groups-philosophers of science, “are concerned with the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence of the conceptual knowledge held by an individual on that individual's behavior”, science, are concerned with the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence of the conceptual knowledge held by an individual on that individual's behavior.
Suggestions are offered as to what kinds of science education research could be done in which the conceptual content of science is important.
TL;DR: In this paper, the authors argue for a decision-making orientated science and technology curriculum for secondary school students to expose students to open-ended problems within their natural setting and involve them in scientific-technological social actions, e.g. in community institutions or industrial plants.
Abstract: Summaries English In this article, the author argues in favour of a decision‐making orientated science and technology curriculum for secondary school students. To achieve this, the curriculum should (i) expose students to open‐ended problems within their natural setting, (ii) provide students with real decision‐making situations and (iii) involve them in scientific‐technological social actions, e.g. in community institutions or industrial plants.
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