What Role Should Big Ideas Play in Science Curricula?

Richard S. Prawat ()
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Richard S. Prawat: Michigan State University

No 1002971, Proceedings of International Academic Conferences from International Institute of Social and Economic Sciences

Abstract: This paper tells the story of the development of a science unit from a unique epistemological perspective?termed ?realist constructivism.? The teacher in the realist constructivist approach is not expected to relinquish his or her expert status. Instead, that person adopts a stance, described in recent writings by one of the researchers as a ?sage on the side? role that is mid-way between the traditional ?sage on the stage? role and that of the inquiry-oriented ?guide on the side? (Prawat, 2003). As this metaphor suggests, teachers in this approach play a more direct role than they do in the typical constructivist-oriented approach in science, social studies, and other disciplines. Reflecting this role, the approach can best be described as an ?ideas first/inquiry second? variant on active teaching and learning. Data from implementation studies are presented that support this novel approach to science curricula development.

Keywords: Education; Science; Technology (search for similar items in EconPapers)
JEL-codes: I29 (search for similar items in EconPapers)
Pages: 6 pages
Date: 2015-05
New Economics Papers: this item is included in nep-hpe and nep-pke
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Published in Proceedings of the Proceedings of the 15th International Academic Conference, Rome, May 2015, pages 901-906

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Persistent link: https://EconPapers.repec.org/RePEc:sek:iacpro:1002971

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