Restructuring Science Education: The Importance of Theories by Richard A. Duschl

By Richard A. Duschl

The aim of this booklet is to illustrate how the historical past and philosophy of technology may be utilized via lecturers and curriculum writers to the powerful educating of technological know-how. the writer presents a conceptual origin for another method of technology schooling. The publication is split into 4 components: an outline of latest curricula; instructing and studying practices; an ancient context of the alterations that experience taken position within the historical past and philosophy of technology; and the sensible software of the tenets of the historical past and philosophy of technology to fashionable theories of studying and instructing.

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Kuhn, 1 984, p. 29) Besides laying the foundation for making history of science a scholarly activity, Sarton also firmly established a style of doing history of science . For Sarton good history of science meant going well beyond merely cataloguing the chronological order of the suc­ cesses of science . Sarton put in place a set of methodological guide­ lines that sought to understand the choices scientists made in the pursuit of scientific explanations . Again, Kuhn writes, "I was drawn . . to history of science by a totally unanticipated fascina­ tion with the reconstruction of old scientific ideas and of the pro­ cesses by which they were transformed to more recent ones " ( 1 984, p .

How did you arrive at that statement? Dr. Waterman: We have their 5-year plan, in fact, a succession of 5-year plans for education. We have the benefit of people who have been there traveling. There was a book written on the sub­ ject by an Australian who was attached to the Embassy there . I have a summary of information which came out in Business Week as the result of an interview with me . Recently the Harvard Re­ view came out with a report which was abstracted, a digest of it, by Nicholas DeWitt in Aviation Age, which represents some of their findings .

Crane , 1 976 , pp . 1 2 1-1 22) The year 1 962 was the beginning of the curriculum implemen­ tation efforts by the cess program, the same year the National Academy of Sciences and Engineering cited as the beginning of the downfall of science education . From 1 962 to 1 972 the cess program experienced an eightfold increase in funding . During that same pe­ riod, funding for precollege teacher institutes was cut in half. Frank Press' assertion that science education began to slip in the year 1 962 takes on new meaning when we recognize these shifts .

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