This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bechtel, W. (1993). Discovering complexity: Decomposition and localization as strategies in scientific research, Princeton, NJ, Princeton University Press.
Cobern, W.W. (1991). World view theory and science education research, (National Association for Research in Science Teaching, Monograph 3. Manhattan, KS, National Association for Research in Science Teaching.
Duschl, R.A. (1990). Restructuring science education: The importance of theories and their development, New York, Teachers College Press.
Hawkins, J & Pea, R. D. (1987). ‘Tools for bridging the cultures of everyday and scientific thinking’ Journal of Research in Science Teaching, (24), 291–307.
Hodson, D. (1988). ‘Toward a philosophically more valid science curriculum’, Science Education, (72), 19–40.
Horwood, R.H. (1988). ‘Explanation and description in science teaching’, Science Education, (72), 41–49.
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), 331–359.
Linn, M.C. (1987). ‘Establishing a research base for science education: Challenges, trends, and recommendations’, Journal of Research in Science Teaching, 24, 191–216.
Loving, C.C. (1990). ‘Current models in philosophy of science: Their application in science teacher education’, Dissertation Abstracts International, 51–10, 3376A. (University Microfilms No. 9145,603).
Loving, C.C.(1991). ‘The scientific theory profile: A philosophy of science model for science teachers’, Journal of Research in Science Teaching, (28), 823–838.
Loving, C.C. (1992). ‘From constructive realism to deconstructive anti-realism: Helping science teachers find a balanced philosophy of science’, Proceedings of the Second International Conference on History and Philosophy of Science in Science Education, Kingston, Ontario, Queens University Press.
Novak, J. (1981). ‘Applying learning psychology and philosophy of science to biology teaching’, The American Biology Teacher, (43), 12–20
Novak, J. (1984). ‘Applications of advances in learning theory and philosophy of science to the improvement of chemistry teaching’, Journal of Chemical Education, (61), 607–613.
Novak, J. (1987, July). Human constructivism: Toward a unity of psychological and epistemological meaning making, paper presented at the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Education, Ithaca, NY.
Raymond, C. (1990, May 9). ‘Scholars take a new approach in studying the institution of science’, Chronicle of Higher Education, A7.
Reif, F. (1986). ‘Scientific approaches to science education’, Physics Today, 49.
Sherwood, R.D., Kinzer, C.K., Bransford, J.D., & Franks, J.J. (1987). ‘Some benefits of creating macro-contexts for science instruction: Initial findings’, Journal of Research in Science Teaching, (24), 417–435.
Wandersee, J.H. & Mintzes J.J. (1987, July). A bibliography of research on students’ conceptual development in the life sciences, paper presented at the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, New York.
Barnes, B., & Edge, D. (1982). Science in context: Readings in the sociology of science, Cambridge, MIT Press.
Feyerabend, P.K. (1975). Against method: Outline of an anarchistic theory of knowledge, London, NLB.
Giere, R.N. (1988). Explaining science: A cognitive approach, Chicago, IL, University of Chicago Press.
Glymour, C. (1980). Theory and evidence. Princeton, NJ, Princeton University Press.
Hempel, C. (1965). Aspects of scientific explanation and other essays in the philosophy of science, New York, The Free Press.
Hempel, C. (1966). Philosophy of natural science, Englewood Cliffs, NJ, Prentice Hall.
Hempel, C. (1974). ‘Formulation and formalization of scientific theories’, in F. Suppe (ed.), The structure of scientific theories), Urbana, IL, University of Illinois Press, 244–265.
Holton, G. (1978). The scientific imagination: Case studies, London, Cambridge University Press.
Holton, G. (1986). The advancement of science and its burdens: The Jefferson lectures and other essays, London, Cambridge University Press.
Kuhn, T.S. (1970a). ‘Logic of discovery or psychology of research’, in I. Lakatos & A. Musgrave (eds.), Criticism and the growth of knowledge, Cambridge, Cambridge University Press, 1–22.
Kuhn, T.S. (1970b). The structure of scientific revolutions. (2nd ed.), Chicago, The University of Chicago.
Kuhn, T.S. (1974). ‘Second thoughts on paradigms’, in F. Suppe (ed.), The structure of scientific theories. Urbana, IL, University of Illinois Press, 459–482.
Kuhn, T.S. (1977). The essential tension, Chicago, The University of Chicago Press.
Lakatos, I. (1970). ‘Falsitication and the methodology of scientific research programs’, in I. Lakatos & A. Musgrave (eds.), Criticism and the growth of knowledge, Cambridge, Cambridge University Press, 91–196.
Laudan, L. (1977). ‘Progress and its problems’, Berkeley, The University of California Press.
Laudan, L. (1984). Science and values, Berkeley, The University of California Press.
Popper, K. (1959). The logic of scientific discovery, London, Hutchinson.
Popper, K. (1965) Conjectures and refutations: The growth of scientific knowledge (2nd ed.), New York, Basic Books.
Popper, K. (1983). Realism and the aim of science, Totowa, NJ, Rowman and Littlefield.
Shapere, D. (1974). ‘Scientific theories and their domains’, in F. Suppe (ed.), The structure of scientific theories, Urbana, The University of Illinois Press, 5 18600.
Shapere, D. (1982, March ). ‘The concept of observation in science and philosophy’, Philosophy of Science, 1–23.
Shapere, D. (1984). Reason and the search for knowledge: Investigations in the philosophy of science, Dordrecht, Holland, Reidel.
Toulmin, S. (1961). Foresight and understanding. Bloomington, IN, Indiana University Press.
Toulmin, S. (1982). ‘The construal of reality: Criticism in modem and post-modem science’, Critical Inquiry, (9), 93–111.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1998 Kluwer Academic Publishers
About this chapter
Cite this chapter
Loving, C.C. (1998). Nature of Science Activities Using the Dichotomy to a Philosophy Checklist Scientific Profile: From the Hawking-Gould. In: McComas, W.F. (eds) The Nature of Science in Science Education. Science & Technology Education Library, vol 5. Springer, Dordrecht. https://doi.org/10.1007/0-306-47215-5_7
Download citation
DOI: https://doi.org/10.1007/0-306-47215-5_7
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-5080-4
Online ISBN: 978-0-306-47215-2
eBook Packages: Springer Book Archive