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ERIC Number: ED064161
Record Type: RIE
Publication Date: 1972-Apr
Pages: 9
Abstractor: N/A
Reference Count: 0
Methodology, Knowing and Doing in Science Education.
Connelly, F. Michael
Programs aimed at "critical thinking" should be concerned with elaborating the logic of the appropriate methodology to permit a student to evaluate the content of the instruction in terms of that methodology. An examination of four curricula, on "hominid evolution," on "marine science," on an "environmental ethic," and one urging students to "take action" on environmental problems allows identification of some methodological inadequacies which lead to learning outcomes at variance with the notion of critical thinking. Curricula such as the first two above are aimed at "knowledge;" the latter two are aimed at "action." The two types are not equivalent in their methodologies: knowledge curricula require an "enquiry" orientation and action curricula are concerned with"deliberation." However, both enquiry and deliberation have some similarities, e.g., they are both interpretative processes. Recognizing the differences and similarities, it is possible to build science curricula that allow knowledge claims to be treated in the appropriate methodological framework, enhancing critical thinking skills, and providing practice in enquiry and deliberation. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Science Teachers Association Annual Meeting, New York City, April 1972