Virtues as Integral to Science Education

Virtues as Integral to Science Education

Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry

Kerr, Donald; Melville, Wayne

Taylor & Francis Ltd

05/2022

192

Mole

Inglês

9780367545550

15 a 20 dias

276

Descrição não disponível.
Foreword; Acknowledgements; 1: Science Education and the Virtues; 2: The Links Between the Virtues, Science, and Science Education; 3: The Good, the Bad and the Study; 4: Vocation, Science, and the Good Life; 5: The Rise Of Neoliberalism and the Changing Emphasis On What Is Valued In Science Education; 6: Countering Scientism And Skepticism in Teaching the Nature Of Science Through Its Virtues; 7. Teachers, Virtues and Professional Practice; 8: Informal Science Learning Environments and Contextualized Innovation Spaces (Jugaad): Exploring Phronesis and a Virtue-based Theory Of Knowledge; 9: The Virtue Of Citizenship: The Deficit Of Democratic Politics In Science Education; 10: Science Teaching as a Moral Endeavor: Making Sense from Critical Sociocultural and Heritage Perspectives
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Good Life;Science Education;Virtue ethics;Scientific Virtue;moral values;Stem Classroom;civic;Stem Teaching;intellectual values;Intellectual Virtues;scientific citizenry;Stem Career;citizenship;Stem Learning Environment;scientific thinking;Stem Pipeline;Artistotelian virtues;Informal Science Learning Environments;Enlightenment;Energy Source;eudaimonia;Stem Learning;democratic societies;Preservice Teachers;neoliberalism;Stem Field;professionalization;Integrate Stem Teaching;scientific careers;Informal Science Education Settings;epistemology;No Instruction;scientific knowledge;Robotics Club;STEM;Informal Learning Space;values;Science Education Research;STSE;Epistemic Goods;democratic participation;Virtue Requires;socioscientific issues;Socioscientific Reasoning;socio-political;Synthetic Biology;environmental justice;MMR Vaccine;social inclusion;scientific research;scientific inquiry;health education;education for sustainable development;climate change policy;pseudo-science;science curriculum