Students’ Understanding of Research Methodology in the Context of Dynamics of Scientific Progress

Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology
Cover of the book Students’ Understanding of Research Methodology in the Context of Dynamics of Scientific Progress by Mansoor Niaz, Mayra Rivas, Springer International Publishing
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Author: Mansoor Niaz, Mayra Rivas ISBN: 9783319320403
Publisher: Springer International Publishing Publication: April 20, 2016
Imprint: Springer Language: English
Author: Mansoor Niaz, Mayra Rivas
ISBN: 9783319320403
Publisher: Springer International Publishing
Publication: April 20, 2016
Imprint: Springer
Language: English

This book discusses how to improve high school students’ understanding of research methodology based on alternative interpretations of data, role of controversies, creativity and the scientific method, in the context of the oil drop experiment. These aspects form an important part of the nature of science (NOS). The study reported in this volume is is based on a reflective, explicit and activity-based approach to teaching nature of science (NOS) that can facilitate high school students’ understanding of how scientists elaborate theoretical frameworks, design experiments, report data that leads to controversies and finally with the collaboration of the scientific community a consensus is reached. Most students changed their   perspective and drew concept maps in which they emphasized the creative, accumulative, controversial nature of science and the scientific method. 

 

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This book discusses how to improve high school students’ understanding of research methodology based on alternative interpretations of data, role of controversies, creativity and the scientific method, in the context of the oil drop experiment. These aspects form an important part of the nature of science (NOS). The study reported in this volume is is based on a reflective, explicit and activity-based approach to teaching nature of science (NOS) that can facilitate high school students’ understanding of how scientists elaborate theoretical frameworks, design experiments, report data that leads to controversies and finally with the collaboration of the scientific community a consensus is reached. Most students changed their   perspective and drew concept maps in which they emphasized the creative, accumulative, controversial nature of science and the scientific method. 

 

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