How We Teach Science - Whats Changed, and Why It Matters

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

About the author

John L. Rudolph is a Professor at the University of Wisconsin–Madison, where he teaches in the departments of Curriculum & Instruction and Educational Policy Studies and is a faculty affiliate of the Holtz Center for Science and Technology Studies. His research focuses on the practice and history of science education in American high schools. Rudolph was Editor-in-Chief of Science Education from 2011 to 2016 and spent a number of years teaching physics, chemistry, and biology in middle schools and high schools across Wisconsin.

Product details

• Authors: John L. Rudolph, Rudolph John L.
• Publisher: Harvard University Press
• Languages: English
• Product format: Hardback
• Released: 01.06.2019
• EAN: 9780674919341
• ISBN: 978-0-674-91934-1
• No. of pages: 320
• Subjects: Natural sciences, medicine, IT, technology > Natural sciences (general); Non-fiction book > History > Miscellaneous; Science: general issues, HISTORY / Americas (North, Central, South, West Indies), Science, EDUCATION / History, SCIENCE / Philosophy & Social Aspects, Philosophy of Science, History of Education, History of the Americas