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03870aam a2200445 i 4500 001 0004EF729C8F11E981649E3E97128E48 003 SILO 005 20190702010117 008 180814t20192019maua b 001 0 eng c 010 $a 2018037906 020 $a 0674919343 020 $a 9780674919341 035 $a (OCoLC)1057242343 040 $a MH/DLC $b eng $e rda $c DLC $d OCLCO $d YDX $d OCLCF $d BDX $d HLS $d YDX $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a Q183.3.A1 $b R828 2019 082 00 $a 507.1/273 $2 23 100 1 $a Rudolph, John L., $d 1964- $e author. 245 10 $a How we teach science : $b what's changed, and why it matters / $c John L. Rudolph. 264 1 $a Cambridge, Massachusetts : $b Harvard University Press, $c 2019. 300 $a 308 pages : $b illustrations ; $c 25 cm 520 $a The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.-- $c Provided by publisher. 504 $a Includes bibliographical references and index. 505 0 $a From textbook to laboratory -- The laboratory in practice -- Student interest and the new movement -- The scientific method -- Problems and projects -- The war on method -- Origins of inquiry -- Scientists in the classroom -- Project 2061 and the nature of science -- Science in the standards era. 650 0 $a Science $x History. $z United States $x History. 650 0 $a Science $x History. $x Study and teaching (Secondary) $z United States $x History. 650 0 $a Education $x History. $z United States $x History. 650 7 $a Education $x Social aspects. $2 fast $0 (OCoLC)fst00902773 650 7 $a Science $x Study and teaching (Secondary) $x Study and teaching (Secondary) $2 fast $0 (OCoLC)fst01108319 650 7 $a Science $x Study and teaching (Secondary) $2 fast $0 (OCoLC)fst01108482 651 7 $a United States. $2 fast $0 (OCoLC)fst01204155 655 7 $a History. $2 fast $0 (OCoLC)fst01411628 941 $a 4 952 $l OVUX522 $d 20220317023425.0 952 $l PNAX964 $d 20200829015016.0 952 $l UQAX771 $d 20200208014222.0 952 $l USUX851 $d 20190702014449.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=0004EF729C8F11E981649E3E97128E48 994 $a 92 $b IWAInitiate Another SILO Locator Search