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Discerning Selective Traditions in Science Education: A Qualitative Study of Teachers' Responses to What Is Important in Science Teaching
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Sund, Per – Cultural Studies of Science Education, 2016
Science teachers have differing views about what students should learn. Their teaching experience often leads them to develop habitual answers to students' questions, such as--why should I learn this? Some teachers argue that students need to learn more "canonical" science knowledge so that they can become scientists, while others tell…
Descriptors: Science Education, Science Teachers, Teacher Attitudes, Teacher Response