From the summit of truth to its slippery slopes: Science education's journey through positivist-postmodern territory

American Educational Research Journal

Volumn 34, Issue 3, 1997, Pages 421-452

  Loving, Cathleen C ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031496288     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312034003421     Document Type: Article

References (91)

1. Aikenhead, G. S. (1986). Preparing undergraduate science teachers in S/T/S: A course in the epistemology and sociology of science. In R. K. James (Ed.), 1985 AETS Yearbook Science, technology and society: Resources for science educators (pp. 56-64). Columbus, OH: Association for the Education of Teachers in Science.
2. Alexander, P. A., Murphy, P. K., Woods, B. S. (1996). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36, 39.
3. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
4. Arons, A. B. (1989). What science should we teach? In J. D. McInerney (Ed.), Curriculum development for the year 2000. Boulder, CO: Biological Sciences Curriculum Study.
5. Aronson, J. L. (1984). A realist philosophy of science. New York: St. Martin's.
6. Barnes, B., & Edge, D. (1982). Science in context: Readings in the sociology of science. Cambridge, MA: MIT Press.
7. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
8. Carey, R. L., & Stauss, N. G. (1970). An analysis of experienced science teachers' understanding of the nature of science. School Science and Mathematics, 70, 366-376.
9. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer.
10. Carson, T. (1992). Remembering forward: Reflections on educating for peace. In W. F. Pinar, & W. R. Reynolds (Eds.), Understanding curriculum and phenomenological and deconstructed text (pp. 102-115). New York: Teachers College Press.
11. Cizek, G. J. (1995). Crunchy granola and the hegemony of the narrative. Educational Researcher, 24 (2), 26-28.
12. Cobern, W. W.(1991). World view theory and science education research (NARST Monograph No. 3). Manhattan, KS: National Association for Research in Science Teaching.
13. Cobern, W. W. (1995). Science education as an exercise in foreign affairs. Science and Education, 4(3), 287-302.
14. Cortes, C. E. (1993). Acculturation, assimilation, and adducation. BEO Outreach, 4(1), 3-5.
15. Cortes, C. E. (1994). Limits to "Pluribus" limits to "Unum:" Unity, diversity and the great American balancing act. National Forum: Phi Kappa Phi, 74(1), 6-8.
16. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, United Kingdom: Open University Press.
17. Duschl, R. A. (1985a). Science education and philosophy of science: Twenty-five years of mutually exclusive development. School Science and Mathematics, 85, 541-555.
18. Duschl, R. A. (1985b). The changing concept of observation. In R. Bybee (Ed.), NSTA Yearbook: Science, technology, and society. Washington: NSTA.
19. Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teacher's College Press.
20. Duschl, R. A., & Hamilton, R. J. (1992). Philosophy of science, cognitive psychology and educational theory and practice. Albany: State University of New York Press.
21. Feyerabend, P. K. (1975). Against method: Outline of an anarchistic theory of knowledge. London: New Left Press.
22. Finley, F., Allchin, D., Rhees, D., & Fifield, S. (1995). Proceedings: Third International History, Philosophy, and Science Teaching Conference (Vols. 1-2). Minneapolis: University of Minnesota.
23. Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Cambridge, MA: Harvard University Press.
24. Giere, R. N. (1988). Explaining science: A cognitive approach. Chicago: University of Chicago Press.
25. Glymour, C. (1980). Theory and evidence. Princeton: Princeton University Press.
26. Good, R. G. (1993a). Editorial: The slippery slopes of postmodernism. Journal of Research in Science Teaching, 30(3), 427.
27. Good, R. G. (1993b). Editorial: The many forms of constructivism. Journal of Research in Science Teaching, 30(9), 1015.
28. Gross, P. R., & Levitt, N. (1994). Higher superstition: The academic left and its quarrels with science. Baltimore: Johns Hopkins University Press.
29. Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.
30. Hanson, N. R. (1958). Patterns of discovery: An inquiry into the conceptual foundations of science. Cambridge: Cambridge University Press.
31. Hazen, R. M., & Trefil, J. (1990). Science matters: Achieving scientific literacy. New York: Doubleday.
32. Herget, D. E. (Ed.). (1989). Proceedings of the First International Conference on History and Philosophy of Science in Science Education. Tallahassee: Florida State University Press.
33. Hills, S. (Ed.). (1992). The history and philosophy of science in science education (Vols. 1-2). Kingston, Ontario: Queens University.
34. Holton, G. (1978). The scientific imagination: Case studies. London: Cambridge University Press.
35. Holton, G. (1986). The advancement of science and its burdens: The Jefferson lectures and other essays. London: Cambridge University Press.
36. Holton, G. (1993). Science and anti-science. Cambridge: Harvard University Press.
37. Hoyningen-Huene, P. (1993). Reconstructing scientific revolutions. Chicago: University of Chicago Press.
38. Kant, I. (1965). Critique of pure reason (N. K. Smith, Trans.). New York: St. Martin's. (Original work published 1781)
39. Kelly, G. J., Carlsen, W. S., & Cunningham, C. M. (1993). Science education in sociocultural context: Perspectives from the sociology of science. Science Education, 77(2), 207-220.
40. Kimball, M. E. (1967-1968). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5, 110-120.
41. Kuhn, T. S. (1962). The structure of scientific revolutions (1st ed.). Chicago: University of Chicago Press.
42. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed). Chicago: University of Chicago Press.
43. Kuhn, T. S. (1977). The essential tension. Chicago: University of Chicago Press.
44. Kyle, W. C., Jr. (1995). Editorial: Education as the practice of freedom. Journal of Research in Science Teaching, 32(8), 795.
45. Kyle, W. C., Jr. (1996). Editorial: The importance in investing in human resources. Journal of Research in Science Teaching, 33(1), 1-4.
46. Kyle, W. C., Jr., Abell, S. K., Roth, W-M, & Gallagher, J. J. (1995). Emancipatory Interests: A reply to French. Journal of Research in Science Teaching, 32(8), 887-889.
47. Kyle, W. C., Jr., Naidoo, P, & Yoloye, E. T. (1996). Editorial: African science and technology education towards the future. Journal of Research in Science Teaching, 33(4), 343-344.
48. Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and novice performance in solving physics problems. Science, 208, 1335-1342.
49. Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Beverly Hills: Sage.
50. Laudan, L. (1977). Progress and its problems. Berkeley: University of California Press.
51. Laudan, L. (1984). Science and values. Berkeley: University of California Press.
52. Laudan, L. (1990). Science and relativism. Chicago: University of Chicago Press.
53. Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
54. Lee, A. (1995, September 11). Really Fellini. The New Yorker, LXXI(27), 94-100.
55. Lee, O. L., & Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30(3), 585-606.
56. Loving, C. C. (1991). The scientific theory profile: A philosophy of science model for science teachers. Journal of Research in Science Teaching, 28(9), 823-838.
57. Loving, C. C. (1992). From constructive realism to deconstructive anti-realism: Helping teachers find a balanced philosophy of science. In S. Hills (Ed.), History and philosophy of science in science education (Vol II, pp. 45-70). Kingston, Ontario: Queen's University.
58. Loving, C. C. (in press). Cortes' multicultural empowerment model and generative teaching and learning in science. Science and Education.
59. Martin, M. (1972). Concepts of science education: A philosophical analysis. Glenner, IL: Scott Foresman.
60. Matthews, M. R. (1991). History, philosophy, and science teaching. Toronto: OISE Press.
61. Matthews, M. R. (1992). Constructivism and the empiricist legacy. In M. Pearsall (Ed.), Relevant research: Vol II (pp. 183-196). Washington, DC: National Science Teachers Association.
62. Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. London: Routledge.
63. Mayr, E. (1988). Toward a new philosophy of biology: Observations of an evolutionist. Cambridge, MA: Harvard University Press.
64. McFadden C., & Yager, R. E. (1993). SciencePlus technology and society. Austin, TX: Harcourt, Brace, Jovanovich.
65. National Research Council. (1995). National Science Education Standards. Washington, DC: National Academy Press.
66. Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
67. Pinar, W. F. (1992). Cries and whispers. In W. F. Pinar, & W. R. Reynolds (Eds.), Understanding curriculum as phenomenological and deconstructed text (pp. 92-101). New York: Teachers College Press.
68. Pinar, W. F. (1994). Autobiography, politics and sexuality: Essays in curriculum theory 1972-1992. New York: Peter Lang.
69. Pinar, W. F., & Reynolds, W. R. (1992). Introduction: Curriculum as text. In W. F. Pinar, & W. R. Reynolds (Eds.), Understanding curriculum as phenomenological and deconstructed text (pp. 1-14). New York: Teachers College Press.
70. Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparisons of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77(3), 261-278.
71. Popper, K. (1982). The open universe. Totowa, NJ: Rowman & Littlefield.
72. Popper, K. (1983). Realism and the aim of science. Totowa, NJ: Rowman & Littlefield.
73. Reif, F., & Larkin, J. H. (1991). Cognition in scientific and everyday domains: Comparison and learning implications. Journal of Research in Science Teaching, 28(9), 733-760.
74. Reiss, M. J. (1992). How should science teachers teach the relationship between science and religion? School Science Review, 74(267), 126-130.
75. Roth, K. J. (1992). Science education: It's not enough to "do" or "relate." In M. Pearsall (Ed.), Relevant research: Vol II (pp. 151-164). Washington, DC: National Science Teachers Association.
76. Rubba P. A., & Anderson, H. O. (1978). Development of an instrument to assess secondary school students' understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458.
77. Schwab, J. J. (1978). Science, curriculum, and liberal education: Selected essays. Chicago: University of Chicago Press.
78. Shapere, D. (1984). Reason and the search for knowledge: Investigation in the philosophy of science. Dordrecht, Holland: Reidel.
79. Slezak, P. (1995a). Sociology of scientific knowledge and science education: Laboratory life under the microscope Part 1. Science and Education, 3(3), 265-294.
80. Slezak, P. (1995b). Sociology of scientific knowledge and science education: Laboratory life under the microscope Part 2. Science and Education, 3(4), 329-355.
81. Sokal, A. (1996a, May/June). A physicist experiments with cultural studies. Lingua Franca, 62-64.
82. Sokal, A. (1996b). Transgressing the boundaries: Toward a transformative hermeneutics of quantum gravity. Social Text, 46/47, 217-251.
83. Songer, N. B., & Linn, M. C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.
84. Stinner, A. (1996) A contextual base and a theoretical structure. Science and Education, 5(3), 247-266.
85. Suppe, F. (1977). The search for philosophic understandings of scientific theories. In F. Suppe (Ed.), The structure of scientific theories (2nd ed., pp. 3-232). Urbana: University of Illinois Press.
86. Suppes, P. (1977). The structure of theories and the analysis of data. In F. Suppe (Ed.), The structure of scientific theories (2nd ed., pp. 266-288). Urbana: University of Illinois Press.
87. Taylor, P., & Campbell-Williams, M. (1993, April). Critical constructivism: Toward a balanced rationality in the high school mathematics classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta.
88. Toulmin, S. (1982). The construal of reality: Criticism in modern and post-modern science. Critical Inquiry, 9, 93-111.
89. Travis, M. (1994, April). The impact of teachers' conceptions of the nature of science on the planned implementation of curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
90. Wittrock, M. C. (1994). Generative science teaching: In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 29-38). London: Falmer.
91. Wolpert, L. (1993). The unnatural nature of science. Cambridge, MA: Harvard University Press.