An investigation into the nature and consequences of teachers' implicit philosophies of science

The aims of this study were to investigate the beliefs concerning the philosophy of science held by practising science teachers and to relate those beliefs to their pupils' understanding of the philosophy of science. Three philosophies of science, differing in the way they relate experimental work to other parts of the scientific enterprise, are described. By the use of questionnaire techniques, teachers of four extreme types were identified. These are: the H type or hypothetico-deductivist teacher, who sees experiments as potential falsifiers of hypotheses or of logical deductions from them; the I type or inductivist teacher, who regards experiments mainly as a way of increasing the range of observations available for recording before patterns are noted and inductive generalisation is carried out; the V type or verificationist teacher, who expects experiments to provide proof and to demonstrate the truth or accuracy of scientific statements; and the 0 type, who has no discernible philosophical beliefs about the nature of science or its methodology. Following interviews of selected teachers to check their responses to the questionnaire and to determine their normal teaching methods, an experiment was organised in which parallel groups were given H, I and V type teaching in the normal school situation during most of one academic year. Using pre-test and post-test scores on a specially developed test of pupil understanding of the philosophy of science, it was shown that pupils were positively affected by their teacher's implied philosophy of science. There was also some indication that V type teaching improved marks obtained in school science examinations, but appeared to discourage the more able from continuing the study of science. Effects were also noted on vocabulary used by pupils to describe scientists and their activities.

The science and technology of corpus, and corpus for science and technology

Corpus Linguistics is a young discipline. The earliest work was done in the 1960s, but corpora only began to be widely used by lexicographers and linguists in the late 1980s, by language teachers in the late 1990s, and by language students only very recently. This course in corpus linguistics was held at the Departamento de Linguistica Aplicada, E.T.S.I. de Minas, Universidad Politecnica de Madrid from June 15-19 1998. About 45 teachers registered for the course. 30% had PhDs in linguistics, 20% in literature, and the rest were doctorandi or qualified English teachers. The course was designed to introduce the use of corpora and other computational resources in teaching and research, with special reference to scientific and technological discourse in English. Each participant had a computer networked with the lecturer’s machine, whose display could be projected onto a large screen. Application programs were loaded onto the central server, and telnet and a web browser were available. COBUILD gave us permission to access the 323 million word Bank of English corpus, Mike Scott allowed us to use his Wordsmith Tools software, and Tim Johns gave us a copy of his MicroConcord program.

Time for action? Elementary engineering education - Challenging teachers, policy makers and parents

Grounded in the findings of a three year exploratory student whereby teachers' and policy makers' perceptions of elementary level engineering education were analysed, this paper focuses upon three strands of engineering education activity: Pedagogy: Practice, and: Policy. Taking into account the challenges associated with introducing engineering education at an elementary level across the UK, the paper critiques the role played by the 'competition model' in promoting engineering to children and 4 to 11 years. In considering the 'added value' that appropriately developed engineering education activities can offer in the classroom the discussion argues that elementary level engineering has the potential to reach across the curriculum, offering context and depth in many different areas. The paper concludes by arguing that by introducing the discipline to children at a foundational level, switching on their 'Engineering Imaginations' and getting them to experience the value and excitement of engineering, maths and applied science a new "Educational Frontier" will be forged. © American Society for Engineering Education, 2014.