Document Type

Article

Journal Title

Education Policy Analysis Archives

Publication Date

10-13-1998

Abstract

Even though sophisticated discussion of the nature of scientific claims is taking place in the academy, public school teachers of science and mathematics may harbor naïve assumptions about the way that scientific processes function to construct the "truth" Reluctant to change their prior assumptions about science, such teachers may become vulnerable to information technologies (including "low-tech" media such as textbooks and films) that construe science as a collection of facts. An on-line lesson about constructivism provided a forum in which a group of teachers revealed well-established epistemologies seemingly inimical to the principles of conceptual change teaching.  Further, the strategies used by the teachers to quell a potentially interesting debate provided preliminary evidence of differences in the motives for communication in virtual, in contrast to real, communities.

Comments

The definitive article (and more) can be found on the Arizona State University website at: https://epaa.asu.edu/index.php/epaa/issue/archive.

Publisher Statement

Education Policy Analysis Archives is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.

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