Inquiry, the Science Teacher, and the Educator

  title={Inquiry, the Science Teacher, and the Educator},
  author={Joseph J. Schwab},
  journal={The School Review},
  pages={176 - 195}
Science educators can no longer meet in privacy nor any longer treat their problems as their own. For science and science education are now parts and instruments of an urgent national policy, and the teachers, researchers, and teachers of teachers who lead these enterprises are joint executors of that policy. Furthermore, they face a new problem that stems from science itself-a problem new in so great a degree that it amounts to a difference in kind. The elements of novelty are so potent… 
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An image of science has developed within science education that is not shared within science, and teaching methods have emerged that are compatible with this image, but not with science itself. In
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Recent work of subject-matter specialists in the field of science curriculum building has resulted in rapid and widespread change in the secondary school science curriculum. Along with this rapid
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Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little
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Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student centered instruction. This qualitative


The psychology of imagination.
This sales letter may not influence you to be smarter, but the book that we offer will evoke you to be smarter. Yeah, at least you'll know more than others who don't. This is what called as the
For the Understanding of Science
The Growth of Scientific IdeasBy Dr. William P. D. Wightman. Pp. xii + 495 + 8 plates. (Edinburgh and London: Oliver and Boyd, Ltd., 1950.) 25s. net.
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