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Sep 4, 2019 · Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.” Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option.
- Louis Deslauriers
17 Oxford Street Cambridge, MA 02138 (617) 495-2872 phone...
- Logan McCarty
17 Oxford Street Cambridge, MA 02138 (617) 495-2872 phone...
- New Faculty: Jesse McCarthy
Henry James was James Baldwin’s favorite novelist; but, as...
- Louis Deslauriers
- Teaching Science Grounded in Critical Realism
- Non-Arbitrary Knowledge: Seeking The Domain of The Real Through The Empirical
- Arbitrary Knowledge: Understanding The Domain of The Actual
Critical realist science education therefore needs to provide space for teaching both arbitrary and non-arbitrary science knowledge: what is currently known about the domain of the real from experiences and empirical data, and an understanding of experiences in the domain of the actual and human impacts on developed knowledge (Matthews, 1998, 2012;...
Non-arbitrary knowledge in science education is historically the foundation of the science curriculum, especially in positivist paradigm science education. This knowledge includes both the processes of inquiry and experimentation in science, and the foundational laws, mechanisms, models, etc. that underpin our current understanding of the natural w...
In considering how to best teach non-arbitrary science in the classroom, science educators must also consider how to infuse arbitrary knowledge and thinking into this same curriculum; not as a side component or extension of a lesson, but as an integral part of developing critical scientific literacy and an understanding of the nature of science gro...
We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
- Rosalind Driver, Hilary Asoko, John Leach, Philip Scott, Eduardo Mortimer
- 1994
Apr 9, 2024 · It is argued, for instance, that the knowledge developed by school science will enable students to ‘generate and evaluate scientific evidence and explanations’; ‘understand the nature and development of scientific knowledge’; and ‘participate productively in scientific practices and discourse’ (National Research Council, Citation 2007) and thus become a ‘critical consumer of ...
Jun 8, 2015 · This perspective pushes students to move beyond the rote performance of scientific actions or processes and engage instead in purposeful knowledge construction work. This raises parallel questions about how to go beyond characterizing student performance of scientific process to understand their engagement in scientific practices as a goal-directed activity.
- Leema K. Berland, Christina V. Schwarz, Christina Krist, Lisa Kenyon, Abraham S. Lo, Brian J. Reiser
- 2016
Design studies, in which researchers create conditions favorable to students’ learning about the scientific enterprise, show that elementary and middle school students can develop their understanding of how scientific knowledge develops (Carey et al., 1989; Khishfe and Abd-El-Khalick, 2002), including a more sophisticated understanding of the nature and purpose of scientific models (Gobert ...
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Jul 8, 2023 · Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in which students accept the teacher’s authority ...
