Download full textERIC Number: ED524756
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 12
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
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Developing Teacher Subject Knowledge through Historical and Philosophical Perspectives
Oversby, John
Australian Teacher Education Association, Paper presented at the Annual Conference of the Australian Teacher Education Association (ATEA) (Albury, Jun 28-Jul 1, 2009)
The Relevance of Science Education project (ROSE, 2009 and 2004) has indicated a lack of motivation towards schools science. Unfortunately, the questionnaire ROSE used did not include questions on History and Philosophy of Science (HPS). The History and Philosophy in Science Teaching (HIPST) project is dedicated to inserting that perspective into science teaching in schools, museums and other non-formal centres. This paper gives the theoretical background and some material from the UK Case Study.
Descriptors: Museums, Teacher Attitudes, Pedagogical Content Knowledge, Relevance (Education), Science Instruction, Learning Motivation, Questionnaires, Foreign Countries, Case Studies, History, Philosophy, Informal Education
Australian Teacher Education Association. e-mail: secretary@atea.edu.au; Web site: http://atea.edu.au
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Teacher Education Association (ATEA)
Identifiers - Location: United Kingdom
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Author Affiliations: N/A
