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Bhakthavatsalam, Sindhuja – Science & Education, 2019
Teaching false theories goes against the general pedagogical and philosophical belief that we must only teach and learn what is true. In general, the goal of pedagogy is taken to be epistemic: to gain knowledge and avoid ignorance. In this article, I argue that for realists and antirealists alike, epistemological and pedagogical goals have to come…
Descriptors: Theories, Teaching Methods, Educational Philosophy, Science Instruction
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Ampatzidis, Georgios; Ergazaki, Marida – Science & Education, 2018
This article reports on the theoretical output of a design research study, which concerns the design of a learning environment (LE) for helping students challenge the 'balance of nature'-idea and reach an up-to-date understanding about ecosystems' contingency. Our focus is set on whether it is feasible to articulate an empirically tested theory of…
Descriptors: Teaching Methods, Ecology, Natural Resources, Models
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Cheong, Yong Wook – Science & Education, 2016
An ontological causal relation is a quantified relation between certain interactions and changes in corresponding properties. Key ideas in physics, such as Newton's second law and the first law of thermodynamics, are representative examples of these relations. In connection with the teaching and learning of these relations, this study investigated…
Descriptors: Science Instruction, Physics, Scientific Concepts, Concept Formation
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Ariza, Yefrin; Lorenzano, Pablo; Adúriz-Bravo, Agustín – Science & Education, 2016
There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have…
Descriptors: Science Education, Educational Philosophy, Scientific Principles, Science Teachers
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Zudini, Verena; Zuccheri, Luciana – Science & Education, 2016
A study of the interactions between mathematics and cognitive science, carried out within a historical perspective, is important for a better understanding of mathematics education in the present. This is evident when analysing the contribution made by the epistemological theories of Ernst Mach. On the basis of such theories, a didactic method was…
Descriptors: Foreign Countries, Mathematics Education, Cognitive Science, Theories
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Kjeldsen, Tinne Hoff; Lützen, Jesper – Science & Education, 2015
In this paper, we discuss the history of the concept of function and emphasize in particular how problems in physics have led to essential changes in its definition and application in mathematical practices. Euler defined a function as an analytic expression, whereas Dirichlet defined it as a variable that depends in an arbitrary manner on another…
Descriptors: Mathematics Instruction, Science Instruction, Physics, Interdisciplinary Approach
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Stuckey, Marc; Heering, Peter; Mamlok-Naaman, Rachel; Hofstein, Avi; Eilks, Ingo – Science & Education, 2015
This paper discusses essential elements of the philosophical works of Ludwik Fleck (1896-1961) and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science…
Descriptors: Science Education, Sciences, Science and Society, Philosophy
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Kipnis, Nahum – Science & Education, 2014
This paper is the first part of a three-part project "How the principle of energy conservation evolved between 1842 and 1870: the view of a participant". This paper aims at showing how the new ideas of Mayer and Joule were received, what constituted the new theory in the period under study, and how it was supported experimentally. A…
Descriptors: Science Instruction, Energy Conservation, Thermodynamics, Theories
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Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas – Science & Education, 2014
In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting…
Descriptors: Mathematics Teachers, History, Theories, Knowledge Base for Teaching
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Blancke, Stefaan; Schellens, Tammy; Soetaert, Ronald; Van Keer, Hilde; Braeckman, Johan – Science & Education, 2014
Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory. Because the metaphor turned out to be such a powerful epistemic tool, Darwin naturally assumed that he could also…
Descriptors: Evolution, Figurative Language, Scientific Concepts, Teaching Methods
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Cheong, Yong Wook; Song, Jinwoong – Science & Education, 2014
There is no consensus on the genuine meaning of wave-particle duality and the interpretation of quantum theory. How can we teach duality and quantum theory despite this lack of consensus? This study attempts to answer this question. This research argues that reality issues are at the core of both the endless debates concerning the interpretation…
Descriptors: Science Instruction, Quantum Mechanics, Scientific Concepts, Mechanics (Physics)
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Lancor, Rachael – Science & Education, 2014
Energy is one of the most important unifying themes in science. Yet the way energy is conceptualized varies depending on context. In this paper, the discourse used to explain the role of energy in systems from biology, chemistry, and physics is examined from the perspective of metaphor theory. Six substance metaphors for energy are identified in…
Descriptors: Science Instruction, Energy, Scientific Concepts, Biology
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Guzzardi, Luca – Science & Education, 2014
This paper discusses Ernst Mach's interpretation of the principle of energy conservation (EC) in the context of the development of energy concepts and ideas about causality in nineteenth-century physics and theory of science. In doing this, it focuses on the close relationship between causality, energy conservation and space in Mach's…
Descriptors: Energy Conservation, Scientific Concepts, Physics, Science History
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Brown, David E. – Science & Education, 2014
There is wide consensus that learning in science must be considered a process of conceptual change rather than simply information accrual. There are three perspectives on students' conceptions and conceptual change in science that have significant presence in the science education literature: students' ideas as misconceptions, as…
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, Misconceptions
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Vosniadou, Stella; Skopeliti, Irini – Science & Education, 2014
We describe the main principles of the framework theory approach to conceptual change and briefly report on the results of a text comprehension study that investigated some of the hypotheses that derive from it. We claim that children construct a naive physics which is based on observation in the context of lay culture and which forms a relatively…
Descriptors: Concept Formation, Physics, Theories, Children
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