Time for Science Education How Teaching the History and Philosophy o
The book's argument depends, as do most proposals in education, upon cer tain positions in the philosophy of education. I believe that education should be primarily concerned with developing understanding, with initiation into worth while traditions of
- PDF / 46,027,978 Bytes
- 459 Pages / 439.37 x 666.142 pts Page_size
- 43 Downloads / 160 Views
INNOVATIONS IN SCIENCE EDUCATION AND TECHNOLOGY Series Editor: Karen C. Cohen, Harvard University, Cambridge, Massachusetts Are Schools Really Like This?: Factors Affecting Teacher Attitude toward School Improvement J. Gary Lilyquist Education for a Sustainable Future: A Paradigm of Hope for the 21st Century Edited by Keith A. Wheeler and Anne Perraca Bijur The Hidden Curriculum-Faculty-Made Tests in Science Part 1: Lower-Division Courses Part 2: Upper-Division Courses Sheila Tobias and Jacqueline Raphael Internet Links for Science Education: Student-Scientist Partnerships Edited by Karen C. Cohen Science, Technology, and Society: A Sourcebook on Research and Practice Edited by David D. Kumar and Daryl E. Chubin Time for Science Education Michael R. Matthews Web-Teaching: A Guide to Designing Interactive Teaching for the World Wide Web . David W. Brooks
A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.
Time for Science Education How Teaching the History and Philosophy of Pendulum Motion can Contribute to Science Literacy
Michael R. Matthews University of New South Wales Sydney, Australia
Springer-Science+Business Media, LLC
Library of Congress Cataloging-in-Publication Data Matthews, Michael R. Time for science education: how teaching the history and philosophy of pendulum motion can contribute to science literacy/Michael R. Matthews. p. cm. - (lnnovations in science education and technologyl Includes bibliographical references and index. ISBN 978-0-306-45880-4 ISBN 978-94-011-3994-6 (eBook) DOI 10.1007/978-94-011-3994-6 1. Pendulum. 2. Time measurements. 3. Science-Study and teaching. 1. Title. Series.
II.
QA862.P4 M37 2000 s07.1-dc21 00-028578
ISBN 978-0-306-45880-4
©2000 Springer Science+Business Media New York Originally published by Kluwer Academic I Plenum Publishers in 2000
AII rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form ar by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher.
for
Amelia Kathleen
Preface to the Series
The mandate to expand and improve science education is an educational imperative and an enormous challenge. Implementing change, however, is complicated given that science as well as science education is dynamic, continually incorporating new ideas, practices, and procedures. Science and science education take place in varying contexts and must deal with amazingly rapid technological advances. Lacking clear paths for improvement, we can and should learn from the results of all types of science education, traditional as well as experimental. Successful reform of science education requires careful orchestration of a number of factors which take into account technological developments, cognitive development, societal impacts and relatio
