History and Philosophy of Science and the Preparation for Constructivist Teaching

This chapter demonstrates how the relevant investigation of the history and philosophy of science can contribute to the thorough preparation that is required for constructivistic teaching of the particle theory at the seventh-grade level.

Abstract

This chapter demonstrates how the relevant investigation of the history and philosophy of science can contribute to the thorough preparation that is required for constructivistic teaching of the particle theory at the seventh-grade level. For some educators, the common usage of “content analysis”may merely represent an initial process that results in a list of terms, concepts, principles, or theories. It is the format in which syllabi are usually submitted. For others, it may refer to the concept-mapping process of an area of knowledge. Concept mapping is indeed a significant step forward when compared to a linear-style list, as it visually emphasizes which ideas are more central or inclusive than others. Content analysis maps the subject from a disciplinary perspective. Cognitive analysis of content, on the other hand, examines the product of the former analysis from the student's cognitive perspective. It identifies genuine cognitive demands that are presented to the learner by the various components of a concept list or map. It also attempts to identify the potential sources for the cognitive and/or emotional difficulties presented by the various content elements, especially by the most central ideas and concepts. Many children and adolescents may believe that nonliving objects behave purposefully. For example, air wants to escape from a hot container or opposing electrical charges want to stay together. When preparing for constructivist teaching that is aimed at achieving conceptual change in students, it is important to identify and clarify the unique problems of the specific teaching subject.