LEADER 00000cam a2200709 i 4500 
001    on1098034285 
003    OCoLC 
005    20220702022102.0 
006    m     o  d         
007    cr cnu---unuuu 
008    190422s2019    maua    ob    001 0 eng d 
020    9780674240377|q(electronic book) 
020    0674240375|q(electronic book) 
020    9780674240384|q(epub) 
020    0674240383|q(epub) 
020    |z9780674919341 
020    |z0674919343 
035    (OCoLC)1098034285 
037    22573/ctv24spwbn|bJSTOR 
040    N$T|beng|erda|epn|cN$T|dN$T|dEBLCP|dYDX|dDEGRU|dOCLCQ|dWAU
       |dOCLCQ|dUKAHL|dJSTOR|dOCLCO|dOCLCQ|dOCLCO 
043    n-us--- 
049    RIDW 
050  4 Q183.3.A1|bR828 2019eb 
072  7 SCI|x063000|2bisacsh 
072  7 EDU|x016000|2bisacsh 
072  7 HIS|x036060|2bisacsh 
072  7 SCI|x075000|2bisacsh 
082 04 507.1/273|223 
090    Q183.3.A1|bR828 2019eb 
100 1  Rudolph, John L.,|d1964-|0https://id.loc.gov/authorities/
       names/n2001016090|eauthor. 
245 10 How we teach science :|bwhat's changed, and why it matters
       /|cJohn L. Rudolph. 
264  1 Cambridge, Massachusetts :|bHarvard University Press,
       |c2019. 
300    1 online resource (308 pages) :|billustrations 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc 
347    text file|2rdaft 
504    Includes bibliographical references and index. 
505 0  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. 
520    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.--|cProvided by publisher 
588 0  Online resource; title from PDF title page (EBSCO, viewed 
       April 22, 2019). 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
650  0 Science|xStudy and teaching (Secondary)|zUnited States
       |0https://id.loc.gov/authorities/subjects/sh2010112052
       |xHistory.|0https://id.loc.gov/authorities/subjects/
       sh99005024 
650  0 Science|xMethodology|0https://id.loc.gov/authorities/
       subjects/sh85118577|xStudy and teaching (Secondary)|0https
       ://id.loc.gov/authorities/subjects/sh2001009038|zUnited 
       States|0https://id.loc.gov/authorities/names/n78095330-781
       |xHistory.|0https://id.loc.gov/authorities/subjects/
       sh99005024 
650  0 Education|xSocial aspects|zUnited States|xHistory.|0https:
       //id.loc.gov/authorities/subjects/sh2009102487 
650  7 Science|xStudy and teaching (Secondary)|2fast|0https://
       id.worldcat.org/fast/1108482 
650  7 History.|2fast|0https://id.worldcat.org/fast/958235 
650  7 Science|xMethodology|xStudy and teaching (Secondary)|2fast
       |0https://id.worldcat.org/fast/1108319 
650  7 Education|xSocial aspects.|2fast|0https://id.worldcat.org/
       fast/902773 
650  7 Science|xMethodology.|2fast|0https://id.worldcat.org/fast/
       1108313 
650  7 SCIENCE|xStudy & Teaching.|2bisacsh 
651  7 United States.|2fast|0https://id.worldcat.org/fast/1204155
655  4 Electronic books. 
655  7 History.|2fast|0https://id.worldcat.org/fast/1411628 
856 40 |uhttps://rider.idm.oclc.org/login?url=https://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=2087547|zOnline ebook via EBSCO. Access 
       restricted to current Rider University students, faculty, 
       and staff. 
856 42 |3Instructions for reading/downloading the EBSCO version 
       of this ebook|uhttp://guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d202207013|cEBSCO|tEBSCOebooksacademic July NEW 6029
       |lridw 
994    92|bRID