Abstract
It is the very strangeness of nature that makes science engrossing, that keeps bright people at it, and that ought to be at the center of science teaching. I believe that the worst thing that has happened to science education is that the great fun has gone out of it….Very few see science as the high adventure it really is, the wildest of all explorations ever taken by human beings, the chance to catch close views of things never seen before, the shrewdest maneuver for discovering how the world works. (Thomas, 1981)
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References
American Association for the Advancement of Science, Benchmarks for Science Literacy. (New York: Oxford University Press, 1993).
B. Berenfeld, “Technology and the new model for science education: The Global Lab experience,” Machine-Mediated Learning. 4(2/3) (1994):203–227.
National Research Council, National Science Education Standards (Washington, DC: National Academy Press, 1996). See also <http://www.nap.edu/readingroom/books/nses/>.
L. Thomas, Humanities and science, Presented at the Sloan Foundation’s “Conference on new dimensions of liberal education,” Key Biscayne, Florida (New York: Alfred P. Sloan Foundation, 1981).
S. Weir, “Electronic communities of learners: fact or fiction?” in R. Tinker and P. Kapisovsky, eds., Prospects for Educational Telecomputing: Selected Readings (Cambridge, MA: TERC, 1992).
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© 1997 Springer Science+Business Media New York
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Tinker, R.F. (1997). Student—Scientist Partnerships. In: Cohen, K.C. (eds) Internet Links for Science Education. Innovations in Science Education and Technology, vol 4. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-5909-2_2
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DOI: https://doi.org/10.1007/978-1-4615-5909-2_2
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