Std-11 Commercial Organization and
Management -Gujarati Medium
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Curriculum documents in the US (especially Project 2061 and the National Science Standards), Canada (especially Science for Every Student), and Europe (particularly those from UK, Denmark, and Spain) are giving increased prominence to students understanding the nature of science. William McComas and Joanne Olson, in their contribution to this anthology, discuss some of these international curricula (but not the European material, discussions of which can be found in Solomon (1991) and Nielsen and Thomson (1991)). There has been an imposing amount of research conducted over many decades concerning the curricular, pedagogical and educational aspects of the nature of science.
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Much of this research tradition is reviewed in Lederman (1992). Students’ understanding of the nature of science have been studied (Mackay 1971; Rubba, Homer & Smith 1981; Griffith & Barman 1995; Griffith & Barry 1993; Solomon, Scott & Duveen 1996). Teachers’ epistemologies and beliefs about the nature of science have been documented (Kimball 1967; Carey & Strauss 1968; Rowell & Cawthron 1982; Koulaidis & Ogborn 1989,1995; Gallagher 1991; Lederman 1986; Lakin & Wellington 1994).
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The impact, or otherwise, of teachers’ epistemology on their classroom practice has been debated (Lederman & Zeidler 1987; Duschl & Wright 1989; Brickhouse 1989; Mellado 1997; Tobin & McRobbie 1997). The influence of students’ epistemologies on their learning of science has been investigated (Hammer 1995). The history of the linkage between curricular definitions of scientific literacy and knowledge of the nature of science has been documented (Meichtry 1993).
GSEB Class 11 Vanijya Vyavastha ane Sanchalan (Gujarati Medium)
The classroom processes whereby teachers’ beliefs about the nature of science interact with curriculum and influence students’ epistemologies have been researched (Tobin, Tippins & Hook 1994; Mellado 1997). The justification, effectiveness, and practicality of nature of science courses in teacher education programmes have been canvassed (Scheffler 1970; Loving 1991; Clemison 1990; Eichinger, Abell & Dagher 1997).
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