Students’ understanding of evidence in science through studying paradoxes and the principle of falsification
Lockwood, Steven C.
Prof. Barry Fraser
Dr Roy Pugh
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Science and Mathematics Education Centre
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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