Why science education alone is not enough

Interchange

Volumn 28, Issue 2-3, 1997, Pages 109-120

  Carson, Robert N ^a  

^a MONTANA STATE UNIVERSITY   (United States)

Author keywords

Culture; Curriculum design; Goals of teaching; History; History of knowledge; Liberal education; Science education; Scientific culture

Indexed keywords

EID: 4644293065     PISSN: 08264805     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1007396704454     Document Type: Article

References (9)

1. Boyle, R. (1661). The sceptical chymist. London: Dent & Sons.
2. Caine, R.N. & Caine, G. (1991). Making connections - Teaching and the human brain. Alexandria VA: Association for Supervision and Curriculum Development.
3. Glasersfeld, E. von. (1990). An exposition of constructivism: Why some like it radical. In R. Davis, C. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics. National Council on Mathematics.
4. Hirst, P. (1973). Liberal education and the nature of knowledge. In R.S. Peters (Ed.), The philosophy of education (pp. 87-111). Oxford: Oxford University Press.
5. Lavoisier, A. (1790/1965). Elements of chemistry (R. Kerr, Trans.). New York: Dover.
6. Lewis, C.S. (1947). The abolition of man. New York: Collier.
7. Matthews, M. (1994). Science teaching. New York: Routledge.
8. Piaget, J. (1966). The psychology of intelligence. Tokowa, NJ: Littlefield, Adams & Co.
9. Sloan, W. (1983). The craft of writing. New York: W.W. Norton.