LEADER 03328oam 2200649I 450 001 9910452592103321 005 20200520144314.0 010 $a1-280-68206-X 010 $a9786613659002 010 $a1-136-45285-0 010 $a0-203-12587-8 024 7 $a10.4324/9780203125878 035 $a(CKB)2550000000104073 035 $a(EBL)981939 035 $a(OCoLC)804662998 035 $a(SSID)ssj0000681273 035 $a(PQKBManifestationID)11385562 035 $a(PQKBTitleCode)TC0000681273 035 $a(PQKBWorkID)10654822 035 $a(PQKB)11047723 035 $a(MiAaPQ)EBC981939 035 $a(Au-PeEL)EBL981939 035 $a(CaPaEBR)ebr10569316 035 $a(CaONFJC)MIL365900 035 $a(OCoLC)802044142 035 $a(EXLCZ)992550000000104073 100 $a20180706e20121989 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDoing science $eimages of science in education /$fedited by Robin Millar 210 1$aLondon :$cRoutledge,$d2012. 215 $a1 online resource (233 p.) 225 1 $aRoutledge library editions. Education ;$vv. 235 300 $aFirst published in 1989 by Falmer Press. 311 $a0-415-75096-2 311 $a0-415-68983-X 320 $aIncludes bibliographical references and index. 327 $aCover; Doing Science: Images of Science in Education; Copyright; Contents; List of Tables; List of Figures; Acknowledgments; Introduction: Science Education and Science Studies; 1. Accomplishing Scientific Instruction; 2. Bending the Evidence: The Relationship between Theory and Experiment in Science Education; 3. A Study of Pupils' Responses to Empirical Evidence; 4. The Construction of Scientific Knowledge in School Classrooms; 5. Science as a Discipline, Science as Seen by Students and Teachers' Professional Knowledge; 6. The Social Construction of School Science 327 $a7. Writing and Reading in Science: The Hidden Messages8. Waves or Particles? The Cathode Ray Debate in the Classroom; 9. Adventures with N Rays: An Approach to Teaching about Scientific Theory and Theory Evaluation; Suggestions for Further Reading; Notes on Contributors; Index 330 $aDoing Science is unique in seeking to make explicit the links between science education and science studies. These fields of study and their respective academic communities, whilst appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each of the work done within the other tradition. Presenting detailed accounts of current research, the book highlights the significance of modern science studies for classroom practice and, conversely, the importance of the classroom and teaching laborat 410 0$aRoutledge library editions.$pEducation ;$vv. 235. 606 $aScience$xStudy and teaching (Elementary)$zGreat Britain 608 $aElectronic books. 615 0$aScience$xStudy and teaching (Elementary) 676 $a372.350440941 676 $a507.1041 701 $aMillar$b Robin$0899775 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452592103321 996 $aDoing science$92010363 997 $aUNINA