LEADER 00000cam a2200601 i 4500 
001    on1057242343 
003    OCoLC 
005    20220329122121.0 
008    180814t20192019maua     b    001 0 eng   
010      2018037906 
015    GBB9E1638|2bnb 
016 7  019510537|2Uk 
019    1201947611 
020    9780674919341|q(hardcover|qalkaline paper) 
020    0674919343|q(hardcover|qalkaline paper) 
024 8  40029110228 
035    (OCoLC)1057242343|z(OCoLC)1201947611 
040    MH/DLC|beng|erda|cDLC|dOCLCO|dYDX|dOCLCF|dBDX|dHLS|dYDX
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042    pcc 
043    n-us--- 
049    RIDM 
050 00 Q183.3.A1|bR828 2019 
082 00 507.1/273|223 
090    Q183.3.A1|bR828 2019 
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. 
264  4 |c©2019 
300    308 pages :|billustrations ;|c25 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
386    |mGender group:|ngdr|aMen|2lcdgt 
386    |mNationality/regional group:|nnat|aWisconsinites|2lcdgt 
386    |mOccupational/field of activity group:|nocc|aUniversity 
       and college faculty members|2lcdgt 
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. 
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 Science|xMethodology.|2fast|0https://id.worldcat.org/fast/
       1108313 
650  7 Education|xSocial aspects.|2fast|0https://id.worldcat.org/
       fast/902773 
651  7 United States.|2fast|0https://id.worldcat.org/fast/1204155
655  7 History.|2fast|0https://id.worldcat.org/fast/1411628 
901    MARCIVE 20231220 
994    C0|bRID