Teaching the Content and Context of Science: The Effect of Using Historical Narratives to Teach the Nature of Science and Science Content in an Undergraduate Introductory Geology Course

Teaching the Content and Context of Science: The Effect of Using Historical Narratives to Teach the Nature of Science and Science Content in an Undergraduate Introductory Geology Course
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Published on 2007 by ProQuest

... nature of science instruction in science \u003cb\u003eclasses\u003c/b\u003e (American Association for the \u003cbr\u003e\nAdvancement of Science (AAAS), 1993; ... there is no \u003cb\u003eone\u003c/b\u003e single definition of \u003cbr\u003e\nNOS that can be applied in all situations. ... on differences in the philosophical \u003cbr\u003e\nunderpinnings used, the field of science being studied (biology, \u003cb\u003egeology\u003c/b\u003e, physics, \u003cbr\u003e\netc.) ...

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This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics and deep time. In addition, this study presents a method for addressing concerns about many students' disinterest in science and the need to prepare a scientifically literate population.

This Book was ranked 27 by Google Books for keyword one course in Introductory Geology.

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