000			03414cam a2200349 i 4500
001			ocm1057242343
003			OCoLC
005			20210129114002.0
008			180814t20192019maua b 001 0 eng c
010			_a2018037906
020			_a9780674919341 _qhardcover _qalkaline paper
020			_a0674919343 _qhardcover _qalkaline paper
035			_a(OCoLC)1057242343
040			_aMH/DLC _beng _erda _cDLC _dOCLCO _dYDX _dOCLCF _dBDX _dHLS _dYDX _dL2U _dYUS _dUtOrBLW _dMiTN
042			_apcc
043			_an-us---
050	0	0	_aQ183.3. A1 _bR828 2019
100	1		_aRudolph, John L., _d1964-
245	1	0	_aHow we teach science : _bwhat's changed, and why it matters / _cJohn L. Rudolph.
264		1	_aCambridge, Massachusetts : _bHarvard University Press, _c2019.
264		4	_c©2019.
300			_a308 pages : _billustrations ; _c25 cm.
336			_atext _btxt _2rdacontent.
337			_aunmediated _bn _2rdamedia.
338			_avolume _bnc _2rdacarrier.
504			_aIncludes bibliographical references and index.
505	0		_aFrom 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			_aThe 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.-- _cProvided by publisher.
650		0	_aScience _xStudy and teaching (Secondary) _zUnited States _xHistory.
650		0	_aScience _xMethodology _xStudy and teaching (Secondary) _zUnited States _xHistory.
650		0	_aEducation _xSocial aspects _zUnited States _xHistory.
999			_c236937 _d236937