Author: Ralph Knupp WatkinsPublisher:
ISBN:
Category : Project method in teaching
Languages : en
Pages : 108
Book Description
The Technique and Value of Project Teaching in General Science
Author: Ralph Knupp WatkinsPublisher:
ISBN:
Category : Project method in teaching
Languages : en
Pages : 108
Book Description
The Technique and Value of Project Teaching in General Science
Author: Ralph Knupp WatkinsPublisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 404
Book Description
The Technique and Value of Project Teaching in General Science, by Ralph Knupp Watkins, ... Submitted ... for the Degree of Doctor of Philosophy in the Graduate School of the University of Missouri
Author: Dr. Ralph Kmupp WatkinsPublisher:
ISBN:
Category :
Languages : en
Pages : 98
Book Description
A General Science Course Based Upon the Analysis of a Community
Author: William Dwight WarrenPublisher:
ISBN:
Category : Project method in teaching
Languages : en
Pages : 292
Book Description
Bulletin
Author: United States. Office of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 772
Book Description
General Science Quarterly
Author: The Outline of a Course of Study for General Science in the Ninth Grade of a Four Year High School Employing the Experiment Problem Project Method
Author: Lina May JohnsGeneral Science Quarterly
Author: Educational Research Bulletin
Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 616
Book Description
Includes the sections "Educational readings" and "Books to read."
How We Teach Science
Author: John L. RudolphPublisher: Harvard University Press
ISBN: 0674240383
Category : Science
Languages : en
Pages : 321
Book Description
A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack. Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method? Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.