MOVING BEYOND TEACHING METHODS IN SCHOOL SCIENCE - EPISTEMOLOGICAL AND SOCIOCULTURAL VIEWPOINTS

Kari Sormunen; Heikki Saari

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MOVING BEYOND TEACHING METHODS IN SCHOOL SCIENCE - EPISTEMOLOGICAL AND SOCIOCULTURAL VIEWPOINTS

Title	MOVING BEYOND TEACHING METHODS IN SCHOOL SCIENCE - EPISTEMOLOGICAL AND SOCIOCULTURAL VIEWPOINTS
Publication Type	Journal Article
Year of Publication	2006
Authors	Sormunen, K, Saari, H
Journal	Journal of Baltic Science Education
Volume	5
Issue	2
Start Page	20-39
Date Published	October/2006
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 465669
Keywords	lower and upper secondary school, science education, teaching methods
Abstract	The question of how to implement teaching methods in school science finally emerges, when new science curricula are introduced and taken in use. Fundamentally new orientations in curricula might however, be in conflict with the situation which is predominant at schools with more traditional views of school science. We start our article by exemplifying the Finnish situation in relation to the science curriculum renovation, taking into consideration tensions at a more general level. Our aim is to bring into discussion both epistemological questions and communicational aspects of science teaching and learning. We conclude that moving beyond the traditional focus on facts and the laws of science; we could teach students to use the knowledge and expertise of others, raising questions, living with uncertainty, articulating ideas in public forums, using evidence, reaching consensus, and making group decisions.
URL	http://oaji.net/articles/2014/987-1404234702.pdf
Refereed Designation	Refereed
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