Moran, Sean (2006) Do we deal in knowledge in Science lessons? The School Science Review.
Full text not available from this repository.Abstract
If we accept the standard definition of knowledge as ‘true, justified belief’, then much of the subject matter of science lessons is not knowledge. Our typical classroom treatment of the visible spectrum is shown to fail on all three of these criteria for knowledge. An alternative view is presented in which pupils learn narratives from the scientific canon, just as they once used to learn stories from ancient Greek mythology. In both cases, the myths are useful schemata with which to analyse the world.
Item Type: | Article |
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Departments or Groups: | *NONE OF THESE* |
Divisions: | School of Education |
Depositing User: | Sean Moran |
Date Deposited: | 08 May 2008 20:38 |
Last Modified: | 23 Jun 2021 15:18 |
URI: | http://repository-testing.wit.ie/id/eprint/926 |
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