Std-10 G Arabic -Gujarati Medium
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Textbook Name: Std- 10 Arabic -Gujarati Medium Textbook
Language: Arabic
Class: Standard - 10
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std-10 G Arabic -Gujarati Medium Textbook
This chapter presents a learning game called The Card Exchange which has been found effective in arousing student interest in the philosophy of science. The chapter presents a brief description of how the game is set up and played and how it relates to the authors’ instruction on the philosophy of science. The chapter includes a list of card statements.
Class-10 G Arabic -Gujarati Medium Textbook
The statements as well as the text of the chapter have been revised and updated from an earlier publication (Cobern, 1991a). There are a number of thoughtful articles in the literature stressing the need for philosophically literate teachers of science at all school levels (e.g., Andersen, Harty & Samuel, 1986; Hodson, 1985; Martin, 1979) and for many years the textbooks used in science methods courses have contained at least some material on the philosophy and nature of science.
10th Class Arabic -Gujarati Medium Textbook
Nevertheless, science educators have been concerned that an acceptable level of philosophical sophistication was not being reached within the ranks of science teachers, and consequently are concerned about views toward the nature of science promoted in the classroom (e.g., Schmansky & Kyle, 1986). DuschI (1988, p. 51) summarizes the classroom situation by saying that “the prevailing view of the nature of science in our classrooms reflects an authoritarian view; a view in which scientific knowledge is presented as absolute truth and as a final form.”
GSEB Std-10 Arabic -Gujarati Medium Textbook
This view has been called scientism. This is a problem first because as we learn more about the world views that students bring to the classroom we begin to understand how the scientistic view extinguishes students nascent interest in science (Cobern, 1991b; 1996). Secondly, those students who do accept the scientistic view are likely to become disenchanted with science at a later date as science fails to achieve the unrealistic expectations accompanying a scientism orientation.
