ERIC Number: EJ819794
Record Type: Journal
Publication Date: 2006-Jun
Abstractor: As Provided
Reference Count: 30
Teacher Education and the New Biology
Reiss, Michael J.
Teaching Education, v17 n2 p121-131 Jun 2006
Recent years have seen a growth not only in biological knowledge but also, and more significantly for teacher education, in the types of knowledge manifested in biology. No longer, therefore, is it adequate for teachers to retain a Mertonian or a Popperian conception of science. Today's teachers of science need also to be able to help their students discuss bioethics and the societal implications of biology, even when these are controversial and contested. Moreover, practical work can no longer be confined to "pure", "safe", and "confined" activities. These are increasingly rejected by students, validly, as boring or irrelevant. Instead, we need to help students undertake a range of activities that help them to develop criticality and the potential for action. While some may see this as an attack on science, I would argue that this attitude is akin to those who once held that religious education (in countries that permit it) should confine itself to "the faith".
Descriptors: Biology, Religious Education, Knowledge Base for Teaching, Science Instruction, Science Teachers, Teacher Education Programs, Science and Society, Ethics, Controversial Issues (Course Content), Science Curriculum, Scientific Principles, Scientific Enterprise, Scientific Attitudes, Educational Objectives, Foreign Countries, Critical Thinking, Program Descriptions, Instructional Innovation, Student Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom