ERIC Number: ED390648
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Beliefs and Values in Science Education. Developing Science and Technology Education.
This book asserts that beliefs and values are integral to the scientific enterprise and the theory and practice of education and hence science education, and that it is desirable to explore such matters in the classroom. It aims at helping science teachers demonstrate how spiritual, moral, social, and cultural factors affect science. Chapter 1, "Everybody Needs Standards," begins by looking at ways in which beliefs and values are located within science and within education and moves on to fundamental matters about the bases of belief systems. Chapter 2, "What Science Cannot Discover, Mankind Cannot Know?" considers how beliefs about the nature of the scientific enterprise have affected popular views about the status of science, and the particular educational task this presents. The ways in which beliefs and values affect the language of science, its models, and metaphors, is the theme of chapter 3, "Every Comparison Has a Limp." Chapter 4, "Wanted! Alive or Dead," addresses issues of environmental beliefs and models. Chapter 5, "In the Beginning," deals with teaching about the Earth in space and traces out current interest in metaphysical as well as physical questions about origin. Chapter 6, "Publish and be Damned?" looks at one historical episode in cosmology--the Gailileo Affair, and chapter 7, "God Knows What the Public Will Think," focuses on the beliefs and values involved in particular historical events--the Darwinian controversies. (JRH)
Descriptors: Beliefs, Cultural Influences, Elementary Secondary Education, Foreign Countries, Moral Values, Science Curriculum, Science Instruction, Social Values, Student Attitudes, Technology, Values
Open University Press, Suite 101, 1900 Frost Road, Bristol, PA 19007 (hardcover: ISBN-0-335-15646-0; paperback: ISBN-0-335-15645-2).
Publication Type: Reports - Evaluative; Books
Education Level: N/A
Authoring Institution: N/A