Abstract
Science education is most efficacious and enduring when undertaken within a philosophical framework akin to that of science, itself. This entails recognition that, above all, science is a mode of rational inquiry pursued by those who are curious about the natural world and motivated to seek rational answers to personally meaningful questions. The key to successful science instruction lies in fostering a student's self-motivation and productively channeling his innate curiosity. To do this a science educator must (a) convey to students an accurate and sympathetic impression of the importance of science to their cultural development; (b) help students develop an ability to evaluate information critically and arrive at logical conclusions; (c) provide students opportunities to engage in creative, personally meaningful scientific research.
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I would like to express my deep gratitude to Dr. S. B. Brachwitz for many helpful conversations on science education. My appreciation also goes to Trinity College for a Faculty Research Grant during the time this work was begun.
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Silverman, M.P. Two sides of wonder: Philosophical keys to the motivation of science learning. Synthese 80, 43–61 (1989). https://doi.org/10.1007/BF00869947
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DOI: https://doi.org/10.1007/BF00869947