Students’ understanding of evidence in science through studying paradoxes and the principle of falsification
MetadataShow full item record
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.
Showing items related by title, author, creator and subject.
Newhouse, Christopher P. (1987)This study used interpretive research techniques to investigate the factors which affect the computer literacy of secondary students. The necessity that students to be prepared for life and work in a computer technology ...
Evaluation of anthropometry activities for high school science: student outcomes and classroom environmentLightburn, Millard E. (2002)The study involved the evaluation of anthropometric activities for high school science. The activities actively engaged students in the process of gathering, processing and analyzing data derived from human body measurements, ...
Investigating the effectiveness of mathematics games on students' attitudes and learning environmentAfari, Ernest (2012)The primary focus of the present study was an evaluation of the effectiveness of games when used in college-level mathematics classes in the United Arab Emirates (UAE). A mixed-method approach involved surveys, interviews, ...