Words, science and learning
Author(s)
Bibliographic Information
Words, science and learning
（Developing science and technology education）
Open University Press, 1992
- : hard
- : pbk
Available at / 14 libraries
-
Hiroshima University Central Library, Interlibrary Loan
: hard403.3:Su-84/HL2035002000404920,
: pbk403.3:Su-84/741693282030412707 -
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Note
Includes bibliographical references and index
Description and Table of Contents
- Volume
-
: pbk ISBN 9780335099566
Description
Despite the power of words to move minds, appreciating the written or spoken word is rarely thought to be the essence of teaching and learning science and much more effort goes into organizing practical work. There is an exaggerated confidence in the value of the direct experience of things as opposed to "mere words", and a corresponding neglect of how words are actually involved in developing anyone's scientific understanding. Clive Sutton does not wish to deny the value of first hand scientific understanding, and shows that they cannot just be taken for granted while we busy ourselves in the organization of practical work. He explores the role of language in the growth of science itself, in the growth of learners' ideas, and in classroom practice; and how these relate, for instance, to some pupils' alienation from science and the isolation of science in the curriculum.
Table of Contents
In praise of words
fossils of old thoughts
figuring things out with words
delightful deceits in words?
words, seeing, and seeing as
ways of seeing and ways of talking
interpretations and labels
variation and change in meaning
well, Mary what are they saying here?
questions of style
"Discoveries", theories and "Facts"
public knowledge and private understandings
afterword - how we talk about school learning
- Volume
-
: hard ISBN 9780335099573
Description
Despite the power of words to move minds, appreciating the written or spoken word is rarely thought to be the essence of teaching and learning science and much more effort goes into organizing practical work. There is an exaggerated confidence in the value of the direct experience of things as opposed to "mere words", and a corresponding neglect of how words are actually involved in developing anyone's scientific understanding. Clive Sutton does not wish to deny the value of first hand scientific understanding, and shows that they cannot just be taken for granted while we busy ourselves in the organization of practical work. He explores the role of language in the growth of science itself, in the growth of learners' ideas, and in classroom practice; and how these relate, for instance, to some pupils' alienation from science and the isolation of science in the curriculum.
Table of Contents
- In praise of words
- fossils of old thoughts
- figuring things out with words
- delightful deceits in words?
- words, seeing, and seeing as..
- ways of seeing and ways of talking
- interpretations and labels
- variation and change in meaning
- well, Mary what are they saying here?
- questions of style
- "Discoveries", theories and "Facts"
- public knowledge and private understandings
- afterword - how we talk about school learning.
by "Nielsen BookData"
