Students’ understanding of evidence in science through studying paradoxes and the principle of falsification
dc.contributor.author | Lockwood, Steven C. | |
dc.contributor.supervisor | Prof. Barry Fraser | |
dc.contributor.supervisor | Dr Roy Pugh | |
dc.date.accessioned | 2017-01-30T10:00:56Z | |
dc.date.available | 2017-01-30T10:00:56Z | |
dc.date.created | 2015-08-07T02:55:10Z | |
dc.date.issued | 2014 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/1223 | |
dc.description.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. | |
dc.language | en | |
dc.publisher | Curtin University | |
dc.title | Students’ understanding of evidence in science through studying paradoxes and the principle of falsification | |
dc.type | Thesis | |
dcterms.educationLevel | PhD | |
curtin.department | Science and Mathematics Education Centre | |
curtin.accessStatus | Open access |