The Philosophy of Science in Prospective Science Teacher Education: Rationale and Practical Proposals.

Autor/inn/en	Aduriz-Bravo, Agustin; Izquierdo, Merce
Titel	The Philosophy of Science in Prospective Science Teacher Education: Rationale and Practical Proposals.
Quelle	(2001), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Models; Philosophy; Preservice Teacher Education; Science Instruction; Science Teachers; Scientific Principles + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Philosophie; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Metascientific education of prospective science teachers is seen as a priority in many European countries, in accordance with the central role that contents about the nature of science have achieved in national curricula. In this paper, we present an original theoretical tool, which we have called the matrix of stages and strands that may prove of help in adapting or designing didactical activities with the aim of teaching the philosophy of science to science teachers. The matrix arranges a collection of the most important theoretical models that philosophers of science have advanced during the twentieth century around six central topics of their discipline. This didactical tool that we present is related to the general rationale of our work with prospective teachers, which aims to answer three fundamental research questions, those regarding the selection, coherence and functionality of the philosophy of science in science teacher education. We exemplify our rationale through an original didactical activity that we have designed and implemented; this activity involves the use of the matrix. (Author)
Anmerkungen	Web site: http://www.lhs.se/atee/papers.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01