Although suchaccounts of the scientific method are still subject to criticism,
our paper does not enter into this philosophical debate.
We focus instead on how the scientific method is represented in high school classrooms,
the effects of these rigid step-based accounts on students inquiry,
and teachers perceptions thereof.
In our study, the scientific method denotes step-based,
decontextualized accounts of scientific process as formalized in secondary school curricula,
instruction, and assessment
Although suchaccounts of the scientific method are still subject to criticism, our paper does not enter into this philosophical debate. We focus instead on how the scientific method is represented in high school classrooms, the effects of these rigid step-based accounts on students inquiry,and teachers perceptions thereof. In our study, the scientific method denotes step-based,decontextualized accounts of scientific process as formalized in secondary school curricula,instruction, and assessment
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