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ERIC Number: EJ1119873
Record Type: Journal
Publication Date: 2016-Nov
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: N/A
Case Study: Teaching Nature of Science through Scientific Models--The Geocentric vs. Heliocentric Cosmology
Price, Matthew; Rogers, Michael
Journal of College Science Teaching, v46 n2 p58-62 Nov 2016
In the nonmajor science classroom, case studies--when used as learning tools--should help students build the necessary framework to understand the nature of science. For most students, the nonmajor science course (in this case, Astronomy 101) may be the last time that they interact with science in a formal learning setting. A National Science Foundation-funded project (DUE#0536246) being conducted at Ithaca College, New York, examines methods of helping students understand the nature of science and build an appropriate epistemological framework. Students have explicit discussions about the nature of science and the "values and beliefs inherent to scientific knowledge" to include science-society interactions. The discussion of and activities concerning the construction of scientific models are particularly effective in helping students understand the nature of science. The authors share the first of many model building exercises.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A