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Philosophy of science, cognitive psychology, and educational theory and practice / ed. Richard A. Duschl, Richard J. Hamilton

Secondary Author Duschl, Richard A.
Hamilton, Richard J.
Country Estados Unidos. Publication New York : State University of New York Press, cop. 1992 Description XI, 287 p. ; 23 cm Series SUNY series in science education ISBN 0-7914-1054-4 CDU 37.013 167 159.93
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUMR 37.013 - P Available 123028
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 33821 Available 189506
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 101904 Available 201180
Total holds: 0

Enhanced descriptions from Syndetics:

This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.

Table of contents provided by Syndetics

  • Preface
  • Chapter 1 Common Ground
  • Chapter 2 Holy Ground
  • Chapter 3 Solid Ground
  • Chapter 5 The Mythic Past
  • Chapter 4 The Historical Past
  • Chapter 6 The Eternal Past
  • Chapter 7 The Arthurian Tradition
  • Chapter 9 The End of Tradition
  • Notes
  • Chapter 8 The Unraveling of Tradition

Reviews provided by Syndetics

CHOICE Review

Contributors to this collection soberly examine the implications of history and philosophy of science and cognitive psychology for science education. The editors (two educational psychologists) wisely begin with a comprehensive position paper focused on the problem of how students can more effectively integrate what they are taught in science courses. Despite suggestive analogies from the history of science, the editors observe that dissimilarities between the way students and sciences develop may ultimately outweigh any surface similarities. Also, the editors acknowledge the tradeoff between teaching science as a profession versus teaching it as a cultural achievement. Among the contributors, Richard Kitchener argues that science education is often ineffective because teachers themselves have yet to reach the stage of cognitive development needed to instruct students. Stephen Norris argues that teachers should present scientific reasoning as a species of value-embedded practical reasoning, while the Vanderbilt Cognition and Technology Group shows that students learn scientific concepts better in familiar media-enhanced environments. The most challenging piece, by Kenneth Strike and George Posner, proposes, on both normative and empirical grounds, that student misconceptions be seen as the misapplication of good concepts rather than as a simple failure to satisfy a standard. Recommended for graduate-level education libraries.

Author notes provided by Syndetics

Richard A. Duschl is Associate Professor in the Department of Instruction and Learning at the University of Pittsburgh.

Richard J. Hamilton is Associate Professor in the Department of Educational Psychology at the University of Houston.

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