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Science & Education

, Volume 5, Issue 3, pp 247–266 | Cite as

Providing a contextual base and a theoretical structure to guide the teaching of science from early years to senior years

  • Arthur Stinner
Article

Abstract

this paper addresses the need for and the problem of organizing a science curriculum around contextual settings and science stories that serve to involve and motivate students to develop a scientific understanding of the world (with emphasis on physical science). A program of activities placed around contextual settings, science stories and contemporary issues of interest is recommended in an attempt to move toward a slow and secure abolition of the gulf between scientific knowledge and ‘common sense’ beliefs. A conceptual development is described to guide the connection between theory and evidence on a level appropriate for children, from early years to senior years. For senior years it is also important to connect the activity of teaching to a sound theoretical structure. The theoretical structure must illuminate the status of theory in science, establish what counts as evidence, clarify the relationship between experiment and explanation, and make connections to the history of science. This paper concludes with a proposed program of activities in terms of a sequence of theoretical and empirical activities that involve contextual settings, science stories, large context problems, thematic teaching, and popular science literature teaching.

Keywords

Scientific Knowledge Common Sense Physical Science Science Curriculum Conceptual Development 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 1996

Authors and Affiliations

  • Arthur Stinner
    • 1
  1. 1.Faculty of EducationUniversity of ManitobaWinnipegCanada

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