Mario Bunge: Physicist and Philosopher     

Matthews  Michael R. 《Science & Education》2003,12(5-6):431-444

Mario Bunge was born in Argentina in the final year of the First World War.He learnt atomic physics and quantum mechanics from an Austrian refugeewho had been a student of Heisenberg. Additionally he taught himself modernphilosophy in an environment that was a philosophical backwater. He was thefirst South American philosopher of science to be trained in science. Hispublications in physics, philosophy, psychology, sociology and the foundationsof biology, are staggering in number, and include a massive 8-volume Treatiseon Philosophy. The unifying thread of his scholarship is the constant and vigorousadvancement of the Enlightenment Project, and criticism of cultural and academicmovements that deny or devalue the core planks of the project: namely its naturalism,the search for truth, the universality of science, rationality, and respect for individuals.At a time when specialisation is widely decried, and its deleterious effects on science,philosophy of science, educational research and science teaching are recognised – it is salutary to see the fruits of one person's pursuit of the Big' scientific and philosophical picture.  相似文献   

Problems with Piagetian Constructivism     

Matthews  P.S.C. 《Science & Education》1997,6(1-2):105-119

Evidence that demonstrates the inadequacy of Piagetian constructivist theory to explain the complexities of children's early learning is discussed. An alternative, nativist theory of cognition is outlined and implications for science education briefly considered.  相似文献   

Editorial     

Matthews  Michael 《Science & Education》1997,6(4):323-329

Science &; Education -  相似文献   

Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions     

Matthews  Michael R. 《Science & Education》2001,10(1-2):119-135

This paper is part of a larger work on the history, philosophy and utilisation of pendulum motion studies (Matthews 2000). The paper deals with the fate of Christiaan Huygens 1673 proposal to use the length of a seconds pendulum (effectively one metre) as a universal, natural and objective standard of length. This is something which, if it had been adopted, would have been of inestimable scientific, commercial and cultural benefit. Why it was not originally adopted in the late seventeenth century, and why it was again rejected in the late eighteenth century (1795) when the Revolutionary Assembly in France adopted the metric system with the metre being defined as one ten-millionth of the quarter meridan distance – raise interesting questions about the methodology and politics of science. Given that pendulum motion is a standard component of all science courses throughout the world, and given that most science education reforms, including the US National Science Education Standards and recent Australian state reforms, require that something of the big picture of science be conveyed to students (the relationship of science to culture, commerce, history and philosophy) – it is suggested that these educational goals can be advanced by teaching about the fate of Huygens' proposal.  相似文献   

Brief Research Report: The Message Behind Teacher Emotions     

Jamie L. Taxer  Anne C. Frenzel 《Journal of Experimental Education》2020,88(4):595-604

Abstract

We hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose.  相似文献   

Constructivism and science education: Some epistemological problems   总被引：1，自引：0，他引：1  

Michael R. Matthews 《Journal of Science Education and Technology》1993,2(1):359-370

The paper outlines the significant influence of constructivism in contemporary science and mathematics education and emphasizes the central role that epistemology plays in constructivist theory and practice. It is claimed that constructivism is basically a variant of old-style empiricist epistemology, which had its origins in Aristotle's individualist and sense-based theory of knowledge. There are well-known problems with empiricism from which constructivism appears unable to dissociate itself.  相似文献   

Native american related materials in elementary science instruction     

Catherine E. Matthews  Walter S. Smith 《科学教学研究杂志》1994,31(4):363-380

The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science.  相似文献   

Teaching about the history and nature of science and technology: An introduction     

Rodger W. Bybee  James D. Ellis  Michael R. Matthews 《科学教学研究杂志》1992,29(4):327-329

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Temporal processing and reading disability     

David L. Share  Anthony F. Jorm  Rod Maclean  Russell Matthews 《Reading and writing》2002,15(1-2):151-178

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.  相似文献   

Instructional design,facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change     

Sunnie Lee Watson  Jamie Loizzo  William R. Watson  Chad Mueller  Jieun Lim  Peggy A. Ertmer 《Educational technology research and development : ETR & D》2016,64(6):1273-1300

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