June 1st, 2004 | RESEARCH
Reports from the NSF, NRC, AAAS, and others urge over and over that we must teach "science as science is done," that "science is a way of knowing," that our goal should be to impart "scientific habits of mind," and that learning must be learner-centered and oriented toward process. Fine. But what does this really mean for science education, and especially laboratory education?
Document
Jane_Maienschein_Presentation_Jun_04.pdf
Team Members
Jane Maienschein, Author, Arizona State UniversityTags
Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Undergraduate | Graduate Students | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM | History | policy | law | Nature of science
Resource Type: Reference Materials | Report
Environment Type: Informal | Formal Connections | K-12 Programs | Laboratory Programs | Public Programs