Contextualized Science for Teaching Science and Technology Ravinder KoulThomas M. Dana OriginalPaper Pages: 121 - 144
Being-in-the-World and the Horizons of Learning: Heidegger, Wittgenstein, and Cognition Wolff-Michael Roth OriginalPaper Pages: 145 - 157
Habermas, Carr and the Possibility of a Science of Education Trevor H. Maddock OriginalPaper Pages: 171 - 182
Strategies and Activities for Initiating and Maintaining Pressure on Students' Naive Views Concerning the Nature of Science Michael P. Clough OriginalPaper Pages: 191 - 204
Differences in Motivation Towards Science Subjects Among Kibbutz and Urban High School Students Ricardo Trumper OriginalPaper Pages: 205 - 218
The Fallacy of Misplaced Concreteness: Its Importance for Critical and Creative Inquiry H. Edward Thompson OriginalPaper Pages: 219 - 230
The Concept of Intelligence in Psychology as a Fallacy of Misplaced Concreteness Mark Flynn OriginalPaper Pages: 231 - 244
Mathematics as the Metaphysics of Education: A Misplaced Foundation Robert Regnier OriginalPaper Pages: 245 - 252
Tradition or Modernity? The Fallacy of Misplaced Concreteness Among Women Science Educators in Cameroon Howard Woodhouse OriginalPaper Pages: 253 - 262
