| dc.contributor.author | Harding, Patricia Alice. | en_US |
| dc.date.accessioned | 2014-10-21T12:37:17Z | |
| dc.date.available | 1996 | |
| dc.date.issued | 1996 | en_US |
| dc.identifier.other | AAINN15788 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55100 | |
| dc.description | An image of science has developed within science education that is not shared within science, and teaching methods have emerged that are compatible with this image, but not with science itself. In this century, a gap has opened between science and science education as the influence of scientists diminished, and educational theory has assumed a greater role in school science teaching. New definitions emphasizing science as a system of methods and attitudes rather than a body of knowledge have arisen in the community of educators. These see scientific knowledge as tentative and as the products or conclusions of science rather than an active part of it. | en_US |
| dc.description | No coherent image of science emerges from the work of scholars. Scientists have had little scholarly input into discussions about science, so their views are poorly understood. They work in a distinct culture that demands specialization. There is a conflict between this culture, with its communal and authoritarian approach to theory, and general Western culture that values the right of every individual to question every decision. Within science, knowledge is valued more than methods, but within education, the processes and attitudes of science are valued more than the knowledge itself. | en_US |
| dc.description | There is no ideal solution to science teaching, and no teaching method that does not have disadvantages as well as advantages. Science education will be improved only by making small changes, each one a compromise that tries to include the most important features of science but also appeals to the needs of students. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1996. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Sciences. | en_US |
| dc.title | The role science plays in science education. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
