Std-8 Social Science -Gujarati Medium
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Textbook Name: Std-8 Social Science -Gujarati Medium Textbook pdf.
Language: Gujarati
Class: Standard -8
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in
Class 8 social science book pdf Download 2022
Russell Yeany, another keen observer, has said: ‘A unification of thinking, research, curriculum development, and teacher education appears to now be occurring under the theme of constructivism’ (Yeany 199 1, p. 1). And Ken Tobin, a past president of the National Association for Research in Science Teaching, has remarked that: ‘constructivism has become increasingly popular . . . in the past ten years . . . it represents a paradigm change in science education’ (Tobin 1993, p. ix). I have argued in a number of places (Matthews 1993, 1994, chap. 7, 1997) that constructivism is at its core, as it was with Piaget, an epistemological doctrine and it is standardly coupled with commitments to certain views (postpositivist, postmodernist, anti-realist, instrumentalist) about the nature of science.
STD- 8 social science book pdf Download 2022
The issues here are complex, (see Volume Six, Numbers One and Two of the journal Science & Education ), but for the present purpose it suffices to say that science teachers and science educators who engage with, or adopt, constructivist philosophy, must address the central issue of the nature of science. As Peter Slezak has written: There could scarcely be a more fundamental contribution to science education than the one offered by constructivist sociological theories, since they purport to overturn ‘the very idea’ of science as a distinctive intellectual enterprise with its special values. (Slezak 1994, p. 291). The foregoing discussion continues the theoretical analysis of the place of nature of science considerations in science teaching.
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What needs to be done, and what is we wanted to find a way to encourage preservice teachers to clarify and articulate their own, tacit notions of science and teaching science by challenging them with alternative conceptions of science held within the history of science, science education, and science communities . . .
