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Beyond the tacit framework of ‘science’ and ‘science education’ among science educators
International Journal of Science Education, 1989The tacit understanding of the terms ‘science’ and ‘science education’ among science educators is examined and an alternative is discussed in which science does not directly mean Western science. This gives a broader perspective on science education especially in the non‐ Western cultural and multi‐cultural settings.
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History of science and science education
Interchange, 1989How can we improve the general understanding of science among our citizens? The current revival of concern for the quality and effectiveness of education includes discussion of issues such as motivating students to learn subjects they regard as difficult, changing the public perception of scientists, encouraging informed participation in decisions ...
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Education through theatre: Typologies of Science Theatre
Applied Theatre Research, 2015Abstract Theatre, with its borderline praxis between entertainment and reflection, offers a precious opportunity to deliver difficult scientific or social issues within scientific dilemmas to all kinds of target groups, such as youngsters.
Chemi, Tatiana, Kastberg, Peter
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1992
As far as I know, the first attempt to explicitly identify pedagogics as an empirical social science and to differentiate it from philosophy and “educational teachings” was made by Otto Willmann (1839 - 1920), during his early period of critical thought. In a 1876 lecture in Prague, Willmann - contrary to the accepted views of his time -explained that:
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As far as I know, the first attempt to explicitly identify pedagogics as an empirical social science and to differentiate it from philosophy and “educational teachings” was made by Otto Willmann (1839 - 1920), during his early period of critical thought. In a 1876 lecture in Prague, Willmann - contrary to the accepted views of his time -explained that:
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Philosophy of Science, History of Science, and Science Education
PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association, 1974Since I have had the privilege of reading the remarks of my fellow-symposiasts before writing out my own, I should like to begin by making the briefest of comments on each of their contributions. Professor Petrie raises the Kantian-like question of how science education is possible – or, more precisely, how, if all observation is theory-laden, science ...
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The Interplay of Learning, Analytics, and Artificial Intelligence in Education
British Journal of Educational TechnologyThis paper presents a multidimensional view of AI's role in education, emphasising the intricate interplay among AI, analytics and human learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools in Education, exemplified
Mutlu Cukurova
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Relations of Geologic Science to Education
Science, 1895Introduction The custom has been established which requires the retiring President of this Society, as other societies which have for their purpose the advancement of science, to set forth his views concerning matters related to the interests which the association seeks to promote.
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Encyclopedia of science education
Teacher Development, 2016The Encyclopedia of Science Education is a major two-volume work published by Springer. It is common to think of an encyclopaedia as offering an authoritative introduction to a broad universe of to...
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Journal of Education, 1969
Charles Pierce, the nineteenth century American philosopher, distinguished between four different ways of knowing (Cohen & Nagel, 1934), or as he put it, fixing belief. These four ways were (1) the method of tenacity, (2) the method of authority, (3) the method of intuition, and (4) the method of science.
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Charles Pierce, the nineteenth century American philosopher, distinguished between four different ways of knowing (Cohen & Nagel, 1934), or as he put it, fixing belief. These four ways were (1) the method of tenacity, (2) the method of authority, (3) the method of intuition, and (4) the method of science.
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