Literaturnachweis - Detailanzeige
| Autor/inn/en | Zeidler, Dana L.; und weitere |
|---|---|
| Titel | Assessing Views on the Nature of Science: Reflections from Oz. |
| Quelle | (1997), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Communication (Thought Transfer); Discourse Analysis; Educational Philosophy; Educational Research; Epistemology; Group Discussion; Higher Education; Science Education |
| Abstract | Reaching a consensus with regard to fundamental issues involving pluralistic epistemological ideologies entails discourse and argumentation as one attempts to find a fit among his or her beliefs, other individuals' beliefs, and the particular points under consideration. Thus it may be easy to accept the notion of not reaching consensus about anything, including the nature of science (NOS). This paper discusses an examination of the process by which views and related concerns about NOS were addressed at the 1996 Annual Meeting of the National Association for Research in Science Teaching (NARST). The premise was that an examination of the process by which experts exchange ideas with each other and the greater science education community would provide indicators of how the same issues might be addressed in science education courses. Some questions considered were: 1) What is the context of the NOS forum, and how does this setting interact with the focus group discussions? 2) Are there salient issues brought out during the focus group discussions which may contribute to science education course design? And 3) What is the status of "consensus" with regard to the feasibility/necessity for consensus of an agreed-upon conception of NOS for science education? The data sources for this inquiry were: (1) tape recordings of general and small group discussions; (2) field notes from sessions; (3) abstracts and full length papers presented; (4) summary overhead transparencies from the "wrap up" of the session; and (5) follow-up open-ended questions sent to presenters. (PVD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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