ERIC Number: EJ443649
Record Type: CIJE
Publication Date: 1991
Reference Count: 0
Science Education and Philosophy of Science: Congruence or Contradiction?
Burbules, Nicholas; Linn, Marcia C.
International Journal of Science Education, v13 n3 p227-42 Jul-Sep 1991
Implications for science curricula and instructions of new perspectives on scientific knowledge, on nature of evidence, and on how knowledge changes are considered. Argues that much of science education is mired in positivist assumptions and suggests ways in which science instruction can promote a more appropriate epistemological attitude and provide a more accurate sense of scientific enterprise. (60 references) (Author)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A