Add to ORKGMost historians of science, sociologists of science, philosophers of science and science educators now accept that there is no such thing as 'the scientific method'. We explore the implications of this view of the nature of science for biology education in particular. Accepting that there is no single way of investigating and describing the world scientifically presents both challenges and opportunities, especially when teaching biology. We illustrate these opportunities by suggesting fresh approaches to the teaching of drawing in biology, the teaching of classification and the teaching of human biology
Abstract: Research in the teaching and learning of evolutionary biology has revealed persistent diff...
The purpose of this work is to reconsider and critically discuss the conceptual foundations of moder...
Argues that biology should be learnt in the living world not in the classroom. Field ecological educ...
Most historians of science, sociologists of science, philosophers of science and science educators n...
Recent years have seen a growth not only in biological knowledge but also, and more significantly fo...
In this article, I present arguments in support of teaching biology as one of the integrating natura...
How can the teaching of biology contribute to sustainability education? The authors of this article ...
Scientific revolutions may be characterized by the replacement of some fundamentaltheories by others...
For reasons that delight some and amaze others, creationism is growing in extent and influence, both...
The living nature is an incomparable treasure, an ever-changing unique world. Its priceless value li...
The purpose of this study is to phenomenologically explore the practices of observing living nature ...
During the past decade, new biological curricula and courses have been formulated and incorporated i...
<p></p><p>Abstract: In this paper, we discuss some relations between the institutionalization of Bio...
This research focuses on uncovering, from the perspectives of practitioners themselves, the practica...
Scope and Method of Study: The purpose of this report has been to attempt to present an "ideal" meth...
Abstract: Research in the teaching and learning of evolutionary biology has revealed persistent diff...
The purpose of this work is to reconsider and critically discuss the conceptual foundations of moder...
Argues that biology should be learnt in the living world not in the classroom. Field ecological educ...
Most historians of science, sociologists of science, philosophers of science and science educators n...
Recent years have seen a growth not only in biological knowledge but also, and more significantly fo...
In this article, I present arguments in support of teaching biology as one of the integrating natura...
How can the teaching of biology contribute to sustainability education? The authors of this article ...
Scientific revolutions may be characterized by the replacement of some fundamentaltheories by others...
For reasons that delight some and amaze others, creationism is growing in extent and influence, both...
The living nature is an incomparable treasure, an ever-changing unique world. Its priceless value li...
The purpose of this study is to phenomenologically explore the practices of observing living nature ...
During the past decade, new biological curricula and courses have been formulated and incorporated i...
<p></p><p>Abstract: In this paper, we discuss some relations between the institutionalization of Bio...
This research focuses on uncovering, from the perspectives of practitioners themselves, the practica...
Scope and Method of Study: The purpose of this report has been to attempt to present an "ideal" meth...
Abstract: Research in the teaching and learning of evolutionary biology has revealed persistent diff...
The purpose of this work is to reconsider and critically discuss the conceptual foundations of moder...
Argues that biology should be learnt in the living world not in the classroom. Field ecological educ...