000			03690cam a2200385Ii 4500
001			on1098034285
003			OCoLC
005			20240726105121.0
008			190422s2019 maua ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dNT _dEBLCP _dYDX _dDEGRU _dOCLCQ _dWAU _dOCLCQ _dUKAHL _dJSTOR
020			_a9780674240377 _q((electronic)l(electronic)ctronic)
043			_an-us---
050	0	4	_aQ183 _b.H699 2019
049			_aMAIN
100	1		_aRudolph, John L., _d1964- _e1
245	1	0	_aHow we teach science : _bwhat's changed, and why it matters / _cJohn L. Rudolph.
260			_aCambridge, Massachusetts : _bHarvard University Press, _c(c)2019.
300			_a1 online resource (308 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
520	0		_aThe science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.-- _cProvided by publisher.
504			_a2
505	0	0	_aFrom textbook to laboratory -- _tThe laboratory in practice -- _tStudent interest and the new movement -- _tThe scientific method -- _tProblems and projects -- _tThe war on method -- _tOrigins of inquiry -- _tScientists in the classroom -- _tProject 2061 and the nature of science -- _tScience in the standards era.
530			_a2 _ub
650		0	_aScience _xStudy and teaching (Secondary) _zUnited States _xHistory.
650		0	_aScience _xMethodology _xStudy and teaching (Secondary) _zUnited States _xHistory.
650		0	_aEducation _xSocial aspects _zUnited States _xHistory.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2087547&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hQ.. _m2019 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c89623 _d89623
902			_a1 _bCynthia Snell _c1 _dCynthia Snell