Developing Teacher Subject Knowledge through Historical and Philosophical Perspectives

Autor/in	Oversby, John
Institution	Australian Teacher Education Association (ATEA)
Titel	Developing Teacher Subject Knowledge through Historical and Philosophical Perspectives
Quelle	(2009), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Museums; Teacher Attitudes; Pedagogical Content Knowledge; Relevance (Education); Science Instruction; Learning Motivation; Questionnaires; Foreign Countries; Case Studies; History; Philosophy; Informal Education; United Kingdom + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Lehrerverhalten; Pädagogische Kompetenz; Relevance; Relevanz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Motivation for studies; Lernmotivation; Fragebogen; Ausland; Case study; Fallstudie; Case Study; Geschichte; Geschichtsdarstellung; Philosophie; Informelle Bildung; Nichtformale Bildung; Großbritannien
Abstract	The Relevance of Science Education project (ROSE, 2009 and 2004) has indicated a lack of motivation towards schools science. Unfortunately, the questionnaire ROSE used did not include questions on History and Philosophy of Science (HPS). The History and Philosophy in Science Teaching (HIPST) project is dedicated to inserting that perspective into science teaching in schools, museums and other non-formal centres. This paper gives the theoretical background and some material from the UK Case Study. (ERIC).
Anmerkungen	Australian Teacher Education Association. e-mail: secretary@atea.edu.au; Web site: http://atea.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10