Literaturnachweis - Detailanzeige
| Autor/in | Clough, Michael P. |
|---|---|
| Titel | Teaching and Assessing the Nature of Science |
| Quelle | In: Science Teacher, 78 (2011) 6, S.56-60 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Scientific Principles; Educational Change; Science Instruction; Science Education; Scientists; Science Teachers; Formative Evaluation; Science Curriculum; Summative Evaluation |
| Abstract | Understanding the nature of science (NOS)--what science is and how it works, the assumptions that underlie scientific knowledge, how scientists function as a social group, and how society impacts and reacts to science--is prominent in science education reform documents (Rutherford and Ahlgren 1990; AAAS 1993; McComas and Olson 1998; NRC 1996; AAAS 2001) and state science standards (McComas, Lee, and Sweeney 2009). The preamble to NSTA's (2000) position statement on NOS begins by asserting that "all those involved with science teaching and learning should have a common, accurate view of the nature of science." This article illustrates how to accurately and effectively teach NOS as part of everyday science instruction. (Contains 6 figures.) (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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