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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Everyday Thoughts about Nature: A Worldview Investigation of Important Concepts Students Use to Make Sense of Nature with Specific Attention of Scienc

Everyday Thoughts about Nature: A Worldview Investigation of Important Concepts Students Use to Make Sense of Nature with Specific Attention of Scienc

Cobern, W. W.

Paperback

Series: Contemporary Trends and Issues in Science Education, Book 9

PhilosophyAnthropologyGeneral Science

ISBN10: 0792363450
ISBN13: 9780792363453
Publisher: Springer Nature
Published: Jun 30 2000
Pages: 166
Weight: 0.57
Height: 0.38 Width: 6.14 Depth: 9.21
Language: English
Dr. Olcbee Lee SchoolofEducation, UniversityofMiami Coral Gables, Florida 33124 I remember my excitement and appreciation several years ago when I first read World View Theory and Science Education Research by Bill Cobern (1991). It was a comprehensive, theoretical discussion ofworldview theory in science education. I am delighted to see that Cobern has taken the next step to provide empirical accountsofworldview in Everyday Thoughts about Nature. . The primary goal of the book is to understand how typical- ninth grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basicquestion about the purpose ofscienceeducationfor the public: Should science education seek to educate scientific thinkers in the pattern of the science teachers? Or, should science education seek to foster sound science learning within the matrices ofvari- ous cultural perspectives? (p. 3) The answer to this question becomes clear, thanks to Cobern's excellent research and persuasivearguments. First, this research takes a humanistic approach in understanding what students and teachers think about Nature through the language and ideas voluntarily expressed (p. I). The research used multi- directional prompts and encouraged students and teachers to speak freely and at length in any directions they wished. This humanistic approach is stated clearly: [T]he research seeks to illuminate some of the various ways in which students think aboutNature withoutjudging eventhe most unorthodox perspectives (p. 14).

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