Currents such as epistemological and social constructivism,
postmodernism, and certain forms of multiculturalism that had
become fashionable within science education circles in the last
decades lost sight of critical inquiry as the core aim of
education. In this book we develop an account of education that
places critical inquiry at the core of education in general and
science education in particular. Since science constitutes the
paradigm example of critical inquiry, we explain the nature of
science, paying particular attention to scientific methodology and
scientific modeling and at the same time showing their relevance in
the science classroom. We defend a universalist, rationalist, and
objectivist account of science against epistemological and social
constructivist views, postmodernist approaches and epistemic
multiculturalist accounts.
General
| Imprint: |
Springer
|
| Country of origin: |
Netherlands |
| Series: |
Contemporary Trends and Issues in Science Education, 28 |
| Release date: |
2011 |
| First published: |
2005 |
| Authors: |
Robert Nola
• Gurol Irzik
|
| Dimensions: |
240 x 160 x 25mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
490 |
| Edition: |
Softcover reprint of hardcover 1st ed. 2005 |
| ISBN-13: |
978-90-481-6958-0 |
| Categories: |
Books >
Social sciences >
Education >
Teaching of a specific subject
|
| LSN: |
90-481-6958-5 |
| Barcode: |
9789048169580 |
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