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" "If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning... If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity
(born 1946) is an American physicist, and professor of education at the University of Michigan.
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Instead of talking about meaning making as something that is done by minds, I prefer to talk about it as a social practice in a community. It is a kind of doing that is done in ways that are characteristic of a community, and its occurrence is part of what binds the community together and helps to constitute it as a community.
Science teachers have a special responsibility to study the nature of science as a discipline, how it works, how it is described by sociologists, historians, and philosophers from different points of view…. Science education cannot just be about learning science: Its foundation must be learning about the nature of science as a human activity.
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The mystique of science is an essential tool for technocratic rule. Through it we are all taught that science, as the paradigm of all expert knowledge, has an objective, superior, and special truth that only the superintelligent few can understand. Science education, like it or not, does a great job in foisting these myths on most of us.