Focusing Labs on the Nature of Science

Autor/in	Colburn, Alan
Titel	Focusing Labs on the Nature of Science
Quelle	In: Science Teacher, 71 (2004) 9, S.32-35 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Textbooks; Scientific Principles; Laboratory Experiments; Scientific Methodology; Science Activities; Chemistry; Science Laboratories; Teaching Methods; Science Instruction; High School Students; Secondary School Science + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Laboratory work; Laborarbeit; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Scientific knowledge is tentative and open to revision. This sense of tentativeness, or changeability, is missing in the way textbooks and teachers often portray the nature of science (NOS). Instead, students are left with the impression that the scientific method produces sure knowledge and that they can uncritically accept the knowledge because it was created--or discovered--via the scientific method. However, it is equally important for teachers to accurately and consciously portray NOS in almost everything they do when working with students. To illustrate this point, this article looks specifically at how laboratories can help students better understand NOS and describes two lab activities namely, chromatography and mystery powders, that can have a huge impact on the students' view of science. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10