ERIC Number: EJ719758
Record Type: Journal
Publication Date: 2005-Feb-4
Reference Count: 86
Teaching the "Nature of Science": Modest Adaptations or Radical Reconceptions?
Hipkins, Rosemary; Barker, Miles; Bolstad, Rachel
International Journal of Science Education, v27 n2 p243-254 Feb 2005
This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice. Lack of philosophical consensus about the nature of science (NOS); lack of appropriate curriculum guidance, classroom materials and pedagogical content knowledge for NOS teaching; teachers' personal theories of learning; and the realities of classroom constraints are all implicated as interacting factors that contribute to the mismatch. Because curriculum policy is political, with pressure brought to bear by many interest groups, it is suggested that the science teaching community cannot adequately address the issues raised in the absence of wider community debate and support.
Descriptors: Science Education, Science Teachers, Science Curriculum, Theory Practice Relationship, Educational Change, Curriculum Development, Pedagogical Content Knowledge, Classroom Environment, Foreign Countries
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand