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How We Teach Science: What’s Changed, and Why It Matters

Name: How We Teach Science: What’s Changed, and Why It Matters
Price: 25.13 USD
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Book Synopsis: A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.

This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular―laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light―is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all.

How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.

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Are you tired of outdated, ineffective methods of teaching science? Do you want to make a real impact on the next generation by instilling a love for scientific discovery? Look no further than "How We Teach Science: What's Changed, and Why It Matters". This groundbreaking book by a former Wisconsin high school science teacher sheds light on the importance of how and why we teach science, especially during a time when its legitimacy is under attack.

In today's society, it is crucial to understand the significance of teaching science. The way we approach science education directly impacts how it is absorbed by students. Unfortunately, there has been no clear consensus about the best approach to teaching science, leaving educators and students alike in a state of confusion. "How We Teach Science" addresses this issue by focusing on the teaching of scientific process.

We all agree that students should learn the fundamental scientific concepts - laws of motion, atomic structure, DNA replication, and more. But do we truly understand the underlying scientific method? This book delves into the historical context of how scientists and science educators have grappled with defining the scientific method over the years. From the "laboratory method" to "science as inquiry", each strategy was shaped by the intellectual, cultural, and political circumstances of its time.

The importance of how we teach science cannot be overlooked. It influences the future of innovation, shapes public perceptions of science, and determines the level of public engagement. By understanding the historical context and evolving strategies, educators can ensure a more effective and engaging science education for their students, ultimately paving the way for a brighter scientific future.

Ready to make a difference in how science is perceived and received by the public? Get your copy of "How We Teach Science: What's Changed, and Why It Matters" now!

Click here to revolutionize your science teaching approach!

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