Conceptual change and science teaching
- 1 July 1982
- journal article
- research article
- Published by Taylor & Francis in European Journal of Science Education
- Vol. 4 (3) , 231-240
- https://doi.org/10.1080/0140528820040302
Abstract
English In this article, the authors address themselves to the important question of how learning in science education relates to the growth of scientific knowledge. After discussing how changes in scientific concepts come about, they offer suggestions for modifying the objectives and content of science curricula and teaching approaches in science education in the light of knowledge and understanding of the history and philosophy of science.Keywords
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- Why Metaphors Are Necessary and Not Just Nice1Educational Theory, 1975
- Models and MetaphorsPublished by Cornell University Press ,1962