Values in the science classroom - the enacted curriculum
Values in the science classroom - the enacted curriculum
Values concerning the conduct of science and the resulting outcomes for society can be both implicit and explicit in science classrooms. This chapter explores the implications, for teachers and students, of explicit discussion of values in science classrooms. In particular, research case studies are drawn on to consider the difficulties for science teachers in modifying pedagogy in order to embrace values explicitly.
values, assessment, scientific enquiry, curriculum
9789087900359
119-132
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
October 2007
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Ratcliffe, Mary
(2007)
Values in the science classroom - the enacted curriculum.
In,
Corrigan, Deborah, Dillon, Justin and Gunstone, Richard
(eds.)
The re-emergence of values in science education.
Rotterdam, The Netherlands.
Sense, .
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Abstract
Values concerning the conduct of science and the resulting outcomes for society can be both implicit and explicit in science classrooms. This chapter explores the implications, for teachers and students, of explicit discussion of values in science classrooms. In particular, research case studies are drawn on to consider the difficulties for science teachers in modifying pedagogy in order to embrace values explicitly.
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Published date: October 2007
Keywords:
values, assessment, scientific enquiry, curriculum
Identifiers
Local EPrints ID: 44634
URI: http://eprints.soton.ac.uk/id/eprint/44634
ISBN: 9789087900359
PURE UUID: 53a3fefb-7047-43c9-95fe-a24c0516f590
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Date deposited: 05 Mar 2007
Last modified: 22 Feb 2024 17:37
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Contributors
Author:
Mary Ratcliffe
Editor:
Deborah Corrigan
Editor:
Justin Dillon
Editor:
Richard Gunstone
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