Cover: How We Teach Science: What’s Changed, and Why It Matters, from Harvard University PressCover: How We Teach Science in HARDCOVER

How We Teach Science

What’s Changed, and Why It Matters

Add to Cart

Product Details

HARDCOVER

$35.00 • £25.95 • €31.50

ISBN 9780674919341

Publication Date: 06/01/2019

Text

320 pages

6-1/8 x 9-1/4 inches

21 photos

World

A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.

Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.

This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?

Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.

John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.

Recent News

From Our Blog

Jacket, Menander Rhetor. Dionysius of Halicarnassus, Ars Rhetorica, edited and translated by William H. Race, Loeb Classical Library, Harvard University Press

Speech! Speech!

Loeb Classical Library General Editor Jeffrey Henderson introduces four new volumes on oratory and rhetoric. In spring 2019 the Loeb Classical Library significantly expands its coverage in an area central to public life in both Greece and Rome: the theory and practice of formal speech. Already in Homer’s Iliad, heroism required

‘manifold glories of classical Greek and Latin’

The digital Loeb Classical Library (loebclassics.com) extends the founding mission of James Loeb with an interconnected, fully searchable, perpetually growing virtual library of all that is important in Greek and Latin literature.