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Izquierdo-Aymerich, Merce; Aduriz-Bravo, Agustin – Science & Education, 2009
In this paper we present an analysis of chemistry texts (mainly textbooks) published during the first half of the 20th century. We show the evolution of the explanations therein in terms of atoms and of atomic structure, when scientists were interpreting phenomena as evidence of the discontinuous, corpuscular structure of matter. In this process…
Descriptors: Textbooks, Nuclear Physics, Quantum Mechanics, Chemistry
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Aduriz-Bravo, Agustin; Izquierdo-Aymerich, Merce – Science & Education, 2009
In this paper we discuss the foundations and process of design of a research-informed instructional unit aimed for pre-service science teacher education. The unit covers some key ideas on the nature of science (around methodology, theory change, scientific inference and explanation, values, gender issues) anchoring them in a well-known episode…
Descriptors: Science Teachers, Gender Issues, Instructional Design, Preservice Teacher Education
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Aduriz-Bravo, Agustin; Izquierdo-Aymerich, Merce – Science & Education, 2005
In our research within didactics of science, we have been exploring contributions of the socalled cognitive models from contemporary philosophy of science. We have used these philosophical frameworks on different levels. As an outcome, we have formulated a model of didactics of science according to which this discipline adapts and transforms…
Descriptors: Curriculum Design, Intervention, Science Teachers, Science Education
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Aduriz-Bravo, Agustin – Science & Education, 2004
This article refers to a framework to teach the philosophy of science to prospective and in-service science teachers. This framework includes two components: a list of the main schools of twentieth-century philosophy of science (called "stages") and a list of their main theoretical ideas (called "strands"). In this paper, I show that two of these…
Descriptors: Scientific Principles, Laboratory Equipment, Science Teachers, Teaching Models