Innovating Science Teacher Education: A History and Philosophy of Science Perspective / Edition 1

by Mansoor Niaz

Overview

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational implications and develops innovative strategies based on actual classroom practice for teaching topics such the nature of science, conceptual change, constructivism, qualitative-quantitative research, and the role of controversies, presuppositions, speculations, hypotheses, and predictions.

Field-tested in science education courses, this book is designed to involve readers in critically thinking about the history and philosophy of science and to engage science educators in learning how to progressively introduce various aspects of ‘science-in-the-making’ in their classrooms, to promote discussions highlighting controversial historical episodes included in the science curriculum, and to expose their students to the controversies and encourage them to support, defend or critique the different interpretations. Innovating Science Teacher Education offers guidelines to go beyond traditional textbooks, curricula, and teaching methods and innovate with respect to science teacher education and classroom teaching.

Product Details

ISBN-13:	9780415882385
Publisher:	Taylor & Francis
Publication date:	07/28/2010
Edition description:	New Edition
Pages:	240
Product dimensions:	6.00(w) x 8.90(h) x 0.60(d)

About the Author

Mansoor Niaz is Professor at the Chemistry Department, Universidad de Oriente, Cumaná, Venezuela.

Table of Contents

1. Introduction 2. The Role of Presuppositions, Contradictions, Controversies, and Speculations versus Kuhn’s Normal Science 3. A Rationale for Mixed Methods (Integrative) Research Programs in Education 4. Exploring Alternative Approaches to Methodology in Educational Research 5. Can Findings of Qualitative Research in Education be Generalized? 6. Qualitative Methodology and its Pitfalls in Educational Research 7. Did Columbus Hypothesize or Predict? Facilitating Teachers’ Understanding of Hypotheses and Predictions 8. Facilitating Teachers’ Understanding of Alternative Interpretations of Conceptual Change 9. Progressive Transitions in Teachers’ Understanding of Nature of Science Based on Historical Controversies 10. What ‘ideas-about-science’ Should be Taught in School Science? 11. Whither Constructivism? Understanding Tentative Nature of Scientific Knowledge 12. Conclusion: Methodologists Need to Catch Up with Practicing Researchers

Editorial Reviews

"The inclusion of both qualitative and quantitative perspectives is a welcome feature of the book and demonstrates the comprehensive and real-world approach taken in this project...Science teacher educators and researchers interested in the history and nature of science will find this volume a welcome addition to their professional libraries."—CHOICE

"I think the text would be excellent reading in a class that focuses on teaching teachers about nature of science and the importance of nature of science to an understanding of scientific knowledge…The book is also an excellent model for how one can effectively use history and philosophy of science to enhance teachers’ understandings of nature of science…Niaz does an excellent job of making nature of science explicit."—Science and Education

"The project that Niaz has undertaken in Innovative Science Teacher Education is ambitious. Recognizing the complexity of preparing science teachers to teach adolescents (high school and early college students) powerful science, Niaz has developed a complex solution…Niaz offers much to like in this book."—Teachers College Record

"We find much to recommend about this book given its extensive empirical base, currency, and relevance to teacher educators…This book would be suitable for teacher educators, graduate students and researchers interested in an empirical study of teachers grappling with HPS in science education. "—International Journal of Science Education

From the Publisher