Applications of a model shift of scientific knowledge: from the metaphor of the 'book' to the metaphor of 'discourse.

Autor/inn/en	Izquierdo, M.; García, P.; Sanmartí, N.; Espinet, M.
Titel	Applications of a model shift of scientific knowledge: from the metaphor of the 'book' to the metaphor of 'discourse.
Quelle	Aus: Papers of the 25th ATEE Annual Conference. Barcelona: ATEE (2000) S. 77-86Verfügbarkeit
Beigaben	Literaturangaben 16; Abbildungen 4; Tabellen 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Wissensgesellschaft; Schule; Lehrerausbildung; Curriculum; Lehrmittel; Schulbuch; Naturwissenschaftlicher Unterricht; Europäische Dimension; Schlüsselqualifikation; Diskussion; Spanien
Abstract	The authors submit the results of an analysis which has shown deep contradictions between the aims of science education stated in the science curriculum for Spanish secondary schools and traditional classroom management which is based on textbooks or notes handed out by the teacher. They found that these contradictions have as an origin a shift in the social conception of scientific knowledge; now the focus is put on the ability to interpret and to intervene on phenomena, rather than on the repetition of formulas and the demonstration of laws and theorems without understanding their experimental meaning. The authors carried out action-research, elaborating a proposal of innovation that is analysed and controlled with specific instruments that are used to collect data from students' texts and to evaluate them. Their proposal develops cognitive- linguistic skills (describe, argument, explain, justify, define, compare) through systematic writing of texts with different superstructures. (DIPF/ orig./Ba.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)