This study sought to capture how science teachers view scientific knowledge from a philosophical-epistemological perspective. The philosophical themes investigated were scientific method, criteria of demarcation, patterns of scientific change and problems related with the construction of reality. Furthermore, an attempt was made to investigate the relation teachers' views on these matters both to certain curricular issues (the question of integration and the meaning of the terms "content" and "process") and to some pedagogical issues (assumptions about learning, instruction and aspects of classroom activities).
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:629415 |
| Date | January 1987 |
| Creators | Koulaidis, Vasilios |
| Publisher | University of London |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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