Reply to: RE>>More on Bill Aldridge's not
Miguel Perez raises a very helpful point about the nature of science and how
that relates to science education. It seems to me that a characteristic of
good science education in every age has been an awareness of the epistemology
of science, indeed the epistemology of each particular science or field of
knowledge.
This sounds hifalutin' but it seems to me to have quite concrete relevance,
both for children learning, and for teacher enhancement. Although it is
silly to imagine we can "recreate all of Western Science" in the classroom
over the course of a perfect k-12 curriculum, we can certainly ensure that
scientific modes of thought and inquiry are made real and accessible to
students, so that it doesn't seem like magic, or that all answers have been
found, or that all answers are decisive. (These are three misconceptions
that our science education often fails to dispel.)
I have to say that I would expect some fluency in scientific thinking in
students, but even more in science teachers. I think that my tests for
"competancy" in this arena might be different from Bill Aldridge's, and thus
the aims of my teacher enhancement program might also be rather different.
Perhaps it is the difference between tactics and strategy, perhaps the
differences go deeper.
What kinds of outcomes do you hope for, for the teachers you work with?
-- Brian Drayton
(brian_drayton@terc.edu)
--------------------------------------
Date: 1/27/97 4:45 PM
To: Brian Drayton
From: TEECH Leadership
That is an epistemplogical issue. When our students has scientific
problem like How the water expands when is freeze? they are facing one
knowledge problem: how you know this is a matter of fact that ALL
substances contract when it is freeze. That's mean that you have the
certainity that every substance contract it, etc. You need faith and no
reason to accept some scientific conclusion if in your class time you
present scientific knowledge based in hard evidence. The proccess to
construct or build knoledge implies to rebuild the scientist process to
explain phenomena and the students must reflect about the nature of their
reason evidences and convince themselves about the certitude of their
knowledges.
Excuse me for this lack in english expression.
Miguel ANgel Perez
Colegio Vista Hermosa
Mexico City
On 24 Jan 1997, Brian Drayton wrote:
> More on Bill Aldridge's notes
>
> I am glad that Bill thinks I have understood him.
> Now I have some questions.
> Let me start with the assertion that we know what makes for good science
> education, that there is hard evidence for how to teach and learn science
> "right." I have been in this business for a while, and I don't know that
> there is a real consensus. Could you, Bill, or others, tell me what you
> think there is "hard evidence" for?
>
>
>
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Date: Sat, 25 Jan 1997 08:22:32 -0600 (CST)
From: Miguel Angel Perez Alvarez <mapa@servidor.unam.mx>
To: TEECH Leadership <teech_leadership@teech.TERC.EDU>
Cc: teech leadership <teech_leadership@teech.TERC.EDU>
Subject: Re: More on Bill Aldridge's not
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