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    Students’ understanding of evidence in science through studying paradoxes and the principle of falsification

    228387_Lockwood 2015.pdf (1.959Mb)
    Access Status
    Open access
    Authors
    Lockwood, Steven C.
    Date
    2014
    Supervisor
    Prof. Barry Fraser
    Dr Roy Pugh
    Type
    Thesis
    Award
    PhD
    
    Metadata
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    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/1223
    Collection
    • Curtin Theses
    Abstract

    This thesis explores how students can come to understand the relationships between evidence, theory and logic within the field of science. I develop the role of the study of paradox as a teaching practice. I seek to ascertain the role that this type of study offers the development of students’ evidentiary logic and I question whether studying paradoxes can enhance students’ capacity to articulate their understandings.

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