Std-7 Sanskrit Semester-2 Textbook
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Textbook Name: Std-7 Sanskrit Semester-2 Textbook
Language:
Class: Standard -7
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in
Std-7 Sanskrit Semester-2 PDF Free Download
The static view of science is the idea that science is a group of facts that are best memorized. The dynamic view of science posits that scientific knowledge is tentative, and the best way to understand this knowledge is by understanding what scientific ideas mean and how they are related. And the ideas put forth in textbooks and school science concerning the nature of science are almost universally incorrect, simplistic, or incomplete.
Std 7 Sanskrit sem 2 textbook pdf download
Duschl, (1994) recently argued that students are learning facts, hypothesis, and theories of science—the “what” of science-but they are not learning where this knowledge originated—the “how” of science. Two-thirds of the physics students who experienced instruction regarding epistemological issues showed interest in more epistemology. In contrast, only one-third of students not experiencing such instruction showed interest. Students in this study approved of NOS discussions and most indicated their epistemological conceptions had changed.
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Evidence suggests that knowledge of the nature of science assists students in learning science content. For example, Songer and Linn, (1991) illustrated the importance of students having dynamic rather than static views of science in developing a conceptual understanding of topics such as thermodynamics. In a sample of 153 eighth-grade physical science students with instruction emphasizing hands-on experiments, the authors were able to characterize students’ views of science as either static, mixed, or dynamic.
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Although the authors did not address the mixed view, they did find that students with dynamic views of science acquired a more integrated understanding of thermodynamics than those with static views. This more philosophical background advocated for teachers would, it is believed, enable them to handle their science teaching in a more informed and versatile manner and to be in a more effective position to help their pupils build up the coherent picture of science-appropriate to age and ability -- which is so often lacking
