A conceptual framework for science education: The case study of force and movement
- 1 April 1985
- journal article
- research article
- Published by Taylor & Francis in European Journal of Science Education
- Vol. 7 (2) , 107-120
- https://doi.org/10.1080/0140528850070201
Abstract
Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.Keywords
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