MARC details
| 000 -LEADER |
|---|
| fixed length control field |
03414cam a2200349 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
ocm1057242343 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20210129114002.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
180814t20192019maua b 001 0 eng c |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2018037906 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780674919341 |
| Qualifying information |
hardcover |
| -- |
alkaline paper |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0674919343 |
| Qualifying information |
hardcover |
| -- |
alkaline paper |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)1057242343 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MH/DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
OCLCO |
| -- |
YDX |
| -- |
OCLCF |
| -- |
BDX |
| -- |
HLS |
| -- |
YDX |
| -- |
L2U |
| -- |
YUS |
| -- |
UtOrBLW |
| -- |
MiTN |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
Q183.3. A1 |
| Item number |
R828 2019 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rudolph, John L., |
| Dates associated with a name |
1964- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
How we teach science : |
| Remainder of title |
what's changed, and why it matters / |
| Statement of responsibility, etc. |
John L. Rudolph. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Cambridge, Massachusetts : |
| Name of producer, publisher, distributor, manufacturer |
Harvard University Press, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2019. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2019. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
308 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
25 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent. |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia. |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
From textbook to laboratory -- The laboratory in practice -- Student interest and the new movement -- The scientific method -- Problems and projects -- The war on method -- Origins of inquiry -- Scientists in the classroom -- Project 2061 and the nature of science -- Science in the standards era. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.-- |
| Assigning source |
Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Science |
| General subdivision |
Study and teaching (Secondary) |
| Geographic subdivision |
United States |
| General subdivision |
History. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Science |
| General subdivision |
Methodology |
| -- |
Study and teaching (Secondary) |
| Geographic subdivision |
United States |
| General subdivision |
History. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education |
| General subdivision |
Social aspects |
| Geographic subdivision |
United States |
| General subdivision |
History. |