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Restoring falsifiability to high school physics education

dc.contributor.advisorChambers, Joan
dc.contributor.authorOja, Leo
dc.date.accessioned2021-10-27T15:32:59Z
dc.date.available2021-10-27T15:32:59Z
dc.date.created2021
dc.date.issued2021
dc.identifier.urihttps://knowledgecommons.lakeheadu.ca/handle/2453/4890
dc.description.abstractThe idea that scientific theories and conclusions are provisionally true is essential for students to understand. There are limitations as to what passes for science and epistemological limitations to scientific knowledge. These limitations of science cannot be taught in one lesson but must be infused within science teaching practice. This portfolio is a coaching document. It highlights areas where this important aspect of the nature of science (NOS) can be included within regular teaching activities. The participating demonstrations (PD) are guides to help teachers develop their class materials. The idea of the exemplar or teacher prompt is a second opportunity for teachers, both new and seasoned, to develop their understanding of NOS. After which, it is easier to impart that understanding to students in their classroom.en_US
dc.language.isoen_USen_US
dc.subjectScience teachingen_US
dc.subjectScience educationen_US
dc.subjectScience teacher educationen_US
dc.titleRestoring falsifiability to high school physics educationen_US
dc.typeThesisen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberKerr, Don


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