ERIC Number: ED325368
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Guiding Science Instruction: The Use of Historical Analyses.
Duschl, Richard A.
The process of conceptual change, in learners and in scientific knowledge, indicates that: (1) change involves complex and varied commitments to methods of investigation, aims and goals of investigation, and prior knowledge; (2) change leads to consensus forming or dissensus forming activities; (3) knowledge claims and procedures for testing knowledge claims are not held to be equally important by individuals; and (4) anomalous data play an important role in bringing about changes to commitments and fostering either consensus or dissensus forming activities. Historical episodes of the development of theory, method, and aim commitments within a specific scientific domain are the way these four indicators can be incorporated into a science curriculum. The relationship between the intended curriculum and the implemented curriculum is described. A principled reasoning curriculum can be designed using frameworks from the history and philosophy of science that describe knowledge change. (KR)
Descriptors: Cognitive Development, Cognitive Structures, Concept Formation, Concept Teaching, Educational History, Educational Research, Elementary School Science, Elementary Secondary Education, Fundamental Concepts, Models, Research, Science Education, Science Education History, Science History, Science Instruction, Secondary School Science, Theories, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper was presented as part of the symposium "Can a Logic of Discovery Define Strategic Knowledge?" at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17, 1990).