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Cited by 21 publications
(16 citation statements)
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References 37 publications
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“…In other words, school science most often deals with ready-made science (Latour 1987) where consensus has been reached long ago. The uncertainty or messiness of science in the making is seldom emphasized (Ruhrig and Höttecke 2015). Through such school science, myths about indisputable, objective knowledge and heroic scientists are implicitly and explicitly communicated to the students (Allchin 2003;McComas 1998).…”
Section: Aims and Goals Of School Sciencementioning
confidence: 99%
See 1 more Smart Citation
“…In other words, school science most often deals with ready-made science (Latour 1987) where consensus has been reached long ago. The uncertainty or messiness of science in the making is seldom emphasized (Ruhrig and Höttecke 2015). Through such school science, myths about indisputable, objective knowledge and heroic scientists are implicitly and explicitly communicated to the students (Allchin 2003;McComas 1998).…”
Section: Aims and Goals Of School Sciencementioning
confidence: 99%
“…To teach about sociocultural and subjective aspects of NOS, at least through the issues that these teachers suggest, means to challenge that tradition for better or worse. A common part of the school-science tradition, as described both in the research literature (e.g., Allchin 2003;Feinstein et al 2013;McComas 1998;Rudolph 2005;Ruhrig and Höttecke 2015;Zacharia and Barton 2004) and by the teachers in this study, is the focus on science concepts. These concepts, which are often presented as indisputable facts, constitute an important part of what is referred to as black and white science in the present study.…”
Section: Tensions and Parallel Tracksmentioning
confidence: 99%
“…A professional teacher should also have the ability to apply various strategies in delivering lessons in the learning process [30]. On the learning process required an ability of reasoning and the ability to make the learning activities that could develop the depth of students' understanding at some of the materials which was being taught by teachers [16].…”
Section: Introductionmentioning
confidence: 99%
“…However, there is little empirical evidence to support this claim (Capps & Crawford, 2013). Recently, researchers have claimed that although inquiry-based teaching aims at implementing authentic scientific practices in science teaching and learning, classroom implementation remains a major challenge (Alhendal, Marshman & Grootenboer, 2015;Ruhrig & Höttecke, 2015). Teachers are reluctant to adopt new pedagogical practices unless they believe that the new practices will be effective with their students (Ruhrig & Höttecke, 2015).…”
Section: Introductionmentioning
confidence: 99%
“…Recently, researchers have claimed that although inquiry-based teaching aims at implementing authentic scientific practices in science teaching and learning, classroom implementation remains a major challenge (Alhendal, Marshman & Grootenboer, 2015;Ruhrig & Höttecke, 2015). Teachers are reluctant to adopt new pedagogical practices unless they believe that the new practices will be effective with their students (Ruhrig & Höttecke, 2015). Some research studies offered explanations for the problems that impede the use of inquiry-based instruction, and these included availability of resources, administrator and other teachers' support, class size, poor funding and inadequate facilities (Alhendal et al, 2015).…”
Section: Introductionmentioning
confidence: 99%