Doing Science is unique in seeking to make explicit the links between science education and science studies. These fields of study and their respective academic communities, whilst appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each of the work done within the other tradition. Presenting detailed accounts of current research, the book highlights the significance of modern science studies for classroom practice and, conversely, the importance of the classroom and teaching laboratory as a context for science studies. The thread which runs through the collection as a whole is children’s experience of doing science and the image of science which learners pick up along with the science knowledge, understanding and skills they require.
Table of Contents
List of Tables. List of Figures. Acknowledgments. Introduction: Science Education and Science Studies Robin Millar.1. Accomplishing Scientific Instruction Jane French. 2. Bending the Evidence: The Relationship between Theory and Experiment in Science Education Robin Millar 3. A Study of Pupil’s Responses to Empirical Evidence Colin Gould 4. The Construction of Scientific Knowledge in School Classrooms Rosalind Driver 5. Science as a Discipline, Science as Seen by Students and Teacher’s Professional Knowledge Tom Russell and Hugh Mumby 6. The Social Construction of School Science Joan Solomon 7. Writing and Reading in Science: The Hidden Messages Clive Sutton 8. Waves or Particles? The Cathode Ray Debate in the Classroom Tom van der Valk 9. Adventures with N-Rays: An Approach to Teaching about Scientific Theory and Theory Evaluation Patricia Burnett .Suggested Further Reading. Notes on Contributors. Index.