Secondary School Physics Teachers' Conceptions of Scientific Evidence:: A Collective Case Study

 
9783639116571: Secondary School Physics Teachers' Conceptions of Scientific Evidence:: A Collective Case Study

The principal aim of this book is to describe the nature of physics teachers¿ conceptions of scientific evidence. As such, there is a dire need in the science education literature for studies such as the one presented in this book. The data from this study suggest that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicates that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Implications for science teacher education include the suggestion that science and science methods courses encourage teachers to conduct original research and to construct and present evidence-based arguments from this research for peer review and critique. This book is ideal for science teacher educators who work with pre-service or practicing science teachers in all science disciplines.

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About the Author:

Joseph A. Taylor, Ph.D: studied Science Education at Penn State University. Director of Research and Evaluation at BSCS, Colorado Springs, CO

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Book Description Book Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | A Collective Case Study | The principal aim of this book is to describe thenature of physics teachers conceptions of scientificevidence. As such, there is a dire need in thescience education literature for studies such as theone presented in this book. The data from thisstudy suggest that the three teachers, whilecontemplating the reliability and validity ofscientific evidence, frequently used theirconceptions of evidence in conjunction with specificsubject matter conceptions. The data also indicatesthat the relationship between subject matterknowledge and conceptions of evidence was morepronounced for some conceptions of evidence than forothers. Implications for science teacher educationinclude the suggestion that science and sciencemethods courses encourage teachers to conductoriginal research and to construct and presentevidence-based arguments from this research for peerreview and critique. This book is ideal for scienceteacher educators who work with pre-service orpracticing science teachers in all science disciplines. | Format: Paperback | Language/Sprache: english | 192 gr | 220x150x7 mm | 132 pp. Bookseller Inventory # K9783639116571

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Book Description VDM Verlag Feb 2009, 2009. Taschenbuch. Book Condition: Neu. Neuware - The principal aim of this book is to describe the nature of physics teachers conceptions of scientific evidence. As such, there is a dire need in the science education literature for studies such as the one presented in this book. The data from this study suggest that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicates that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Implications for science teacher education include the suggestion that science and science methods courses encourage teachers to conduct original research and to construct and present evidence-based arguments from this research for peer review and critique. This book is ideal for science teacher educators who work with pre-service or practicing science teachers in all science disciplines. 132 pp. Englisch. Bookseller Inventory # 9783639116571

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Book Description VDM Verlag Feb 2009, 2009. Taschenbuch. Book Condition: Neu. Neuware - The principal aim of this book is to describe the nature of physics teachers conceptions of scientific evidence. As such, there is a dire need in the science education literature for studies such as the one presented in this book. The data from this study suggest that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicates that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Implications for science teacher education include the suggestion that science and science methods courses encourage teachers to conduct original research and to construct and present evidence-based arguments from this research for peer review and critique. This book is ideal for science teacher educators who work with pre-service or practicing science teachers in all science disciplines. 132 pp. Englisch. Bookseller Inventory # 9783639116571

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Book Description VDM Verlag Feb 2009, 2009. Taschenbuch. Book Condition: Neu. This item is printed on demand - Print on Demand Neuware - The principal aim of this book is to describe thenature of physics teachers conceptions of scientific evidence. As such, there is a dire need in the science education literature for studies such as the one presented in this book. The data from this study suggest that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicates that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Implications for science teacher education include the suggestion that science and science methods courses encourage teachers to conduct original research and to construct and present evidence-based arguments from this research for peer review and critique. This book is ideal for science teacher educators who work with pre-service or practicing science teachers in all science disciplines. 132 pp. Englisch. Bookseller Inventory # 9783639116571

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Book Description VDM Verlag, 2009. Paperback. Book Condition: New. Language: English . Brand New Book. The principal aim of this book is to describe the nature of physics teachers? conceptions of scientific evidence. As such, there is a dire need in the science education literature for studies such as the one presented in this book. The data from this study suggest that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicates that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Implications for science teacher education include the suggestion that science and science methods courses encourage teachers to conduct original research and to construct and present evidence-based arguments from this research for peer review and critique. This book is ideal for science teacher educators who work with pre-service or practicing science teachers in all science disciplines. Bookseller Inventory # KNV9783639116571

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