Std-6 Hindi Second Language Semester-1
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Textbook Name: Std-6 Hindi Second Language Semester-1 Textbook
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Class: Standard -6
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in
Std-6 Hindi Second Language Semester-1 PDF Free Download
The lesson is clear that preservice science teachers arrive with largely unexamined beliefs about the nature of science, and, too often, graduate with such beliefs unchallenged in their teacher education programs (Haggerty, 1992; O’Brien and Korth, 1991). What this means is that teachers’ ideas about the nature of science are “picked up indirectly” (Matthews, 1994) rather than deliberately during their formal science teacher education experience
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Without question, the calls for improving teachers’ views of the nature of science through the inclusion of history and philosophy of science (HPS) courses in teacher education programs has a long and consistent history (Abimbola, 1983; Anderson, et al., 1986; Gill, 1977; Harms & Yager, 1981; Kimball, 1967; King, 1991; Loving, 1991; Manuel, 1981; Martin, 1972; Matthews, 1989, 1990, 1994; Nunan, 1977; Robinson, 1969 and Summers, 1982).
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However, Summers, (1982) noted that undergraduate science and science teacher education curricula do not emphasize the philosophical background of science content. As recently as 1988, Hodson lamented that “the frequent calls for philosophy of science to become a major component in teacher-training courses have gone largely unheeded, so that there are now several generations of serving teachers significance in the design of effective learning experiences.”
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More recently, Gallagher, (1991) indicated that science teacher education programs do not seem to value nature of science instruction, and so, not surprisingly, teachers do not know how to teach about the nature of science. Loving, (1991) surveyed 17 science educators whose institutions have undergraduate and/or graduate science education programs and found that only “13% of undergraduate science education majors and 19% of graduate students have a philosophy of science course in their degree plan . . .” (p. 828).
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Sadly, these numbers are likely optimistic. Matthews, (1994) reports that in the United States, only the state of Florida requires prospective science teachers to complete a course in the history and philosophy of science.
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