%PDF-1.2 %���� 10 0 obj << /Length 11 0 R >> stream BT 90 708.75 TD 0 0 0 rg /F0 12.75 Tf 0.1514 Tc -0.0889 Tw (Eklavya Annual Report 2007) Tj 162 0 TD 0.2543 Tc 0 Tw (-) Tj 4.5 0 TD 0.375 Tc (8) Tj 6 0 TD 0 Tc -0.1875 Tw ( ) Tj 0 -21.75 TD /F0 14.25 Tf -0.062 Tc 0.2495 Tw (Appendix 11A) Tj 86.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -218.25 -24 TD /F0 15.75 Tf 0.1166 Tc 0.1959 Tw (Report on Issues i) Tj 122.25 0 TD 0.0916 Tc -0.0916 Tw (n Science Teaching and Learning) Tj 228 0 TD 0 Tc -0.1875 Tw ( ) Tj -183.75 -22.5 TD /F1 14.25 Tf -0.1767 Tc 0.3642 Tw (Uma Sudhir, Eklavya Indore, May,2007) Tj 225 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -21.75 TD ( ) Tj 0 -16.5 TD -0.1181 Tc 0.3592 Tw (This report is largely based on a couple of books \(1. Young People\222s Images ) Tj 0 -15.75 TD -0.0754 Tc 2.5129 Tw (of Science by Rosalind Driver, John Leach, Robin M) Tj 317.25 0 TD -0.1453 Tc 1.8328 Tw (illar and Phil Scott, ) Tj -317.25 -16.5 TD -0.0581 Tc 0.1774 Tw (Open University Press, 1996; and 2. Selected Papers in Chemical Education ) Tj 0 -15.75 TD -0.1586 Tc 4.7711 Tw (Research, edited by Bob Bucat and Peter Fensham; published by The) Tj 0 Tc -1.3125 Tw ( ) Tj 0 -16.5 TD -0.0796 Tc 2.2671 Tw (Committee on Teaching of Chemistry of the IUPAC, 1995\), a couple of ) Tj 0 -15.75 TD -0.1766 Tc 2.0516 Tw (dozen articles from the jo) Tj 150.75 0 TD -0.0499 Tc 1.7374 Tw (urnal \221Science & Education\222 and totally random) Tj 281.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -16.5 TD -0.1805 Tc 0.218 Tw (readings. It is concerned with ) Tj 168 0 TD -0.0462 Tc 0.2337 Tw (various issues like:) Tj 107.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -257.25 -16.5 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1144 Tc 0.2483 Tw (How is the nature of Science supposed to affect what we \(try to\) teach ) Tj 0 -16.5 TD -0.1592 Tc 0.4405 Tw (or how we \(try to\) teach Science in schools?) Tj 248.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -266.25 -16.5 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1574 Tc 0.3449 Tw (What are the prior concepts that a child ) Tj 224.25 0 TD -0.2056 Tc 0.3931 Tw (has about the world around it?) Tj 169.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -411.75 -17.25 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1185 Tc 2.406 Tw (More importantly, how do the prior conceptions that children have ) Tj 0 -16.5 TD -0.1388 Tc 5.5763 Tw (about the natural world affect what we try to tell them about) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -15.75 TD -0.2045 Tc 0.392 Tw (\221scientific\222 world) Tj 96.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD 0.0296 Tc (views?) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj -158.25 -17.25 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1584 Tc 2.5334 Tw (What, if any, are the roles of the nature, history and philosophy of) Tj 0 Tc -1.3125 Tw ( ) Tj 0 -16.5 TD 0.375 Tc 0 Tw (Sc) Tj 15 0 TD -0.1822 Tc 0.5197 Tw (ience in informing the Science curriculum?) Tj 241.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -292.5 -15.75 TD ( ) Tj 0 -16.5 TD -0.1137 Tc 1.8012 Tw (Why teach Science in school? I guess I\222m stating the obvious when I say ) Tj 0 -15.75 TD -0.1479 Tc 3.4036 Tw (that the science curriculum has to provide basic scientific literacy to all) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -16.5 TD -0.1273 Tc 0.3148 Tw (students \(so that everyone has an understanding of science and c) Tj 362.25 0 TD -0.1683 Tc -0.2067 Tw (an be part of ) Tj -362.25 -15.75 TD -0.0868 Tc 0.6493 Tw (the informed decision) Tj 123 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.0443 Tc 0.2318 Tw (making process in a democracy\) while also providing ) Tj -127.5 -16.5 TD -0.0988 Tc 0.9786 Tw (the motivation so that some students take up science in higher classes. The ) Tj 0 -15.75 TD -0.0681 Tc 1.7556 Tw (usual debates ) Tj 85.5 0 TD -0.1431 Tc -0.4194 Tw (over ) Tj 31.5 0 TD -0.0821 Tc 3.3767 Tw (formulating this curriculum are to decide what facts) Tj 0 Tc -0.5625 Tw ( ) Tj -117 -15.75 TD -0.0091 Tc 3.9466 Tw (\(propositions, proce) Tj 116.25 0 TD -0.1279 Tc 4.2529 Tw (dures, laws, etc.\) in Science are important. That is,) Tj 0 Tc 0.1875 Tw ( ) Tj -116.25 -16.5 TD -0.1335 Tc 1.0028 Tw (people either argue about the \221amount\222 of facts that are important or) Tj 388.5 0 TD 0.1875 Tc 0 Tw (,) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2205 Tc 0.408 Tw (rarely, ) Tj -396.75 -15.75 TD -0.1899 Tc 0.4711 Tw (about the particular set of facts that are important.) Tj 279.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -279.75 -16.5 TD ( ) Tj 0 -15.75 TD -0.1269 Tc 2.2429 Tw (But both sets of students above do not gain much from any given set ) Tj 420 0 TD 0.0649 Tc -0.6274 Tw (of ) Tj -420 -16.5 TD -0.1201 Tc 1.6923 Tw (facts, and studies have shown that children are taking away a very flawed ) Tj 0 -15.75 TD -0.1522 Tc 0.8897 Tw (sense of what science is all about. The presentation of science as a series of ) Tj 0 -16.5 TD -0.1571 Tc 1.8446 Tw (undisputed facts give) Tj 121.5 0 TD -0.2932 Tc 0 Tw (s) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1852 Tc 1.9561 Tw (children very little idea of the speculative nature of ) Tj -132.75 -15.75 TD 0.0089 Tc 0 Tw (science) Tj 41.25 0 TD -0.2115 Tc -0.351 Tw (; ) Tj 9.75 0 TD -0.0905 Tc 2.153 Tw (instead it co) Tj 72 0 TD -0.0658 Tc 1.5866 Tw (mes across as authoritarian and rigid. Thus, we have ) Tj -123 -16.5 TD -0.1473 Tc 2.2963 Tw (fewer and fewer bright students opting for pure sciences and we are also ) Tj ET endstream endobj 11 0 obj 5788 endobj 4 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 12 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 10 0 R >> endobj 17 0 obj << /Length 18 0 R >> stream BT 90 708 TD 0 0 0 rg /F1 14.25 Tf -0.1061 Tc 0.4342 Tw (scaring off all the others with the idea that 'science\222 is not for them. There is ) Tj 0 -15.75 TD -0.1292 Tc 0.2333 Tw (as much a fear of science as of mathematics. ) Tj 252.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -252.75 -16.5 TD ( ) Tj 0 -15.75 TD 0.2932 Tc 0 Tw (T) Tj 9 0 TD -0.1768 Tc 1.2143 Tw (ake the way in which facts are presented or even the manner in which the ) Tj -9 -16.5 TD -0.1071 Tc 0.2946 Tw (\221scientific method\222 is portrayed. 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Tj 0 Tc -0.5625 Tw ( ) Tj 104.25 0 TD -0.4568 Tc -0.1057 Tw (An ) Tj 24 0 TD -0.1574 Tc 4.0949 Tw (intermingling of these two) Tj 159.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 7.5 0 TD -0.4295 Tc 0 Tw (may) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 7.5 0 TD -0.1199 Tc 4.4324 Tw (cause yet another) Tj 0 Tc 0.1875 Tw ( ) Tj -326.25 -16.5 TD -0.2493 Tc -0.3132 Tw (problem ) Tj 51 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.083 Tc 1.7705 Tw (people are not able to evaluate) Tj 180 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.112 Tc 0 Tw (popular) Tj 42.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0761 Tc 0 Tw (claims) Tj 37.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1567 Tc 1.8442 Tw (and beliefs) Tj 63 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2997 Tc -0.2628 Tw (are ) Tj -415.5 -15.75 TD -0.0639 Tc 0.2514 Tw (they science, opini) Tj 104.25 0 TD -0.1167 Tc 0.3042 Tw (ons of the lunatic fringe or tall tales \(for example, take the ) Tj -104.25 -16.5 TD 0.012 Tc 0 Tw (wide) Tj 27 0 TD -0.2453 Tc (-) Tj 4.5 0 TD -0.132 Tc 0.9332 Tw (spread belief here in Madhya Pradesh that the \221tulsi\222 produces oxygen ) Tj -31.5 -15.75 TD -0.1648 Tc 3.3523 Tw (at night\). 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Tj 164.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -164.25 -16.5 TD ( ) Tj 0 -15.75 TD -0.0586 Tc 1.7461 Tw (The nature of science also deal) Tj 182.25 0 TD -0.2932 Tc 0 Tw (s) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.07 Tc 1.4575 Tw (with the difference between observations ) Tj -193.5 -15.75 TD -0.1086 Tc 0.2961 Tw (and theories. Most of the experimental work done in school expects children) Tj 432 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -16.5 TD -0.1173 Tc 0.412 Tw (to draw conclusions from observations \(or data\) as if these follow in a direct ) Tj 0 -15.75 TD -0.1504 Tc 1.0343 Tw (and logical way from observations. For example, if the child is told that the ) Tj 0 -16.5 TD -0.1593 Tc 1.7932 Tw (glowing of a bulb in a circuit \221proves\222 that electric current is flowing, and ) Tj 0 -15.75 TD -0.0721 Tc 0.2596 Tw (not that electric cu) Tj 104.25 0 TD -0.146 Tc 0.521 Tw (rrent is a \221theory\222 that explains the lighting up of the bulb, ) Tj -104.25 -16.5 TD -0.1069 Tc 0.4015 Tw (the child is bound to get confused and) Tj 216 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -1.0024 Tc 0 Tw (is) Tj 9 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.1795 Tc 0 Tw (not) Tj 18 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1795 Tc 0.367 Tw (able to) Tj 38.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0951 Tc 0.4701 Tw (appreciate that theory is ) Tj -296.25 -15.75 TD -0.1035 Tc 4.9785 Tw (distinct from data. Further, if empirical generalisations and theoretical) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -16.5 TD -0.1436 Tc 1.2954 Tw (models are conveyed in the same way, th) Tj 237.75 0 TD -0.099 Tc 1.1436 Tw (e child is not likely to understand ) Tj -237.75 -15.75 TD -0.1497 Tc 0.3372 Tw (the role of observations in establishing scientific knowledge.) Tj 339.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -339.75 -16.5 TD ( ) Tj ET endstream endobj 18 0 obj 6839 endobj 16 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R /F4 19 0 R /F5 21 0 R >> /ProcSet 2 0 R >> /Contents 17 0 R >> endobj 24 0 obj << /Length 25 0 R >> stream BT 90 708 TD 0 0 0 rg /F1 14.25 Tf -0.1366 Tc 1.6366 Tw (Various studies have tried to incorporate the history of science in teaching ) Tj 0 -15.75 TD -0.15 Tc 4.0125 Tw (specific concepts in order to take care of the above problems,) Tj 0 Tc 0.1875 Tw ( ) Tj 387.75 0 TD /F5 14.25 Tf -0.1452 Tc -0.4173 Tw (i.e., ) Tj 27.75 0 TD /F1 14.25 Tf -0.3045 Tc -0.258 Tw (the ) Tj -415.5 -16.5 TD -0.2772 Tc 0 Tw (tentat) Tj 30.75 0 TD -0.1037 Tc 4.1094 Tw (ive nature of explanations and the process of arriving at a better) Tj 0 Tc 0.1875 Tw ( ) Tj -30.75 -15.75 TD -0.1009 Tc 6.2051 Tw (explanation. For example, Douglas Allchin has used the concept of) Tj 0 Tc -1.3125 Tw ( ) Tj 0 -16.5 TD -0.1058 Tc 1.7933 Tw (phlogiston to teach metals and oxidation) Tj 234.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.08 Tc 1.4675 Tw (reduction reactions in addition to ) Tj -239.25 -15.75 TD -0.1157 Tc 7.0532 Tw (inducing discussions about realism and reliabil) Tj 297 0 TD -0.1356 Tc 7.0731 Tw (ity and the historical) Tj 0 Tc -0.5625 Tw ( ) Tj -297 -16.5 TD -0.0777 Tc 2.609 Tw (development of concepts \(Rekindling Phlogiston : From Classroom Case) Tj 0 Tc -1.3125 Tw ( ) Tj 0 -15.75 TD -0.1278 Tc 0.8778 Tw (Study to Interdisciplinary Relationships : Science & Education ) Tj 362.25 0 TD /F0 14.25 Tf 0.375 Tc 0 Tw (6) Tj 7.5 0 TD /F1 14.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.5216 Tc 1.4591 Tw (: 473) Tj 28.5 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.0469 Tc 0.2344 Tw (509, ) Tj -407.25 -16.5 TD -0.1232 Tc 1.0071 Tw (1997\). Phlogiston giving way to oxygen is also the basis of a student guide ) Tj 0 -15.75 TD -0.1111 Tc 1.4236 Tw (of the Unive) Tj 72 0 TD -0.0771 Tc 1.0146 Tw (rsity of Chester \(The Discovery of Oxygen ) Tj 252.75 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1114 Tc 1.0489 Tw (A Case Study in ) Tj -336.75 -16.5 TD -0.1471 Tc 2.5164 Tw (the Chemical Revolution, John Cartwright, 2004\). Kevin C. De Berg has ) Tj 0 -15.75 TD -0.0708 Tc 0.9458 Tw (suggested an historical approach to the concept of work which clarifies the ) Tj 0 -16.5 TD -0.0988 Tc 1.6792 Tw (\(force \327 distance\) definition of work \(The Develop) Tj 297 0 TD -0.1333 Tc 1.0708 Tw (ment of the Concept of ) Tj -297 -15.75 TD -0.1139 Tc 0.3848 Tw (Work : A Case where History Can Inform Pedagogy ) Tj 301.5 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0846 Tc 0.0221 Tw (Science & Education ) Tj -312.75 -16.5 TD /F0 14.25 Tf 0.375 Tc 0 Tw (6) Tj 7.5 0 TD /F1 14.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.5216 Tc 0.7091 Tw (: 511) Tj 27 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.1745 Tc 0.362 Tw (527, 1997\).) Tj 65.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -108 -15.75 TD ( ) Tj 0 -15.75 TD -0.1379 Tc 0.3254 Tw (Presently, the history of science has a perfunctory role in textbooks and even ) Tj 0 -16.5 TD -0.1381 Tc 1.9756 Tw (this may mislead children, or may be unhelpful in conveying the) Tj 379.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0787 Tc -0.4838 Tw (concept. ) Tj -384.75 -15.75 TD -0.1591 Tc 0.3466 Tw (For example, many children retain the image of Archimedes and his shout of ) Tj 0 -16.5 TD -0.113 Tc 1.6641 Tw (\221eureka!\222 but hardly remember or understand the science behind the story. ) Tj 0 -15.75 TD -0.111 Tc 1.0485 Tw (And Newton seems to have been linked with gravitation and apples by this ) Tj 0 -16.5 TD -0.0894 Tc 0.6519 Tw (kid who wrote, \221Gravity ) Tj 143.25 0 TD -0.1185 Tc 1.306 Tw (was invented by Newton. It is observed mainly in ) Tj -143.25 -15.75 TD -0.1234 Tc 1.984 Tw (autumn when many apples fall down.\222 \(I have no idea how authentic this ) Tj 0 -16.5 TD -0.0668 Tc 0.3011 Tw (story is, maybe as real as the apple which fell on Newton\222s head.\) It may be ) Tj 0 -15.75 TD -0.1527 Tc 4.0902 Tw (helpful to use the historical approach where appropriate an) Tj 358.5 0 TD -0.0946 Tc 4.0321 Tw (d where the) Tj 0 Tc 0.1875 Tw ( ) Tj -358.5 -16.5 TD -0.1645 Tc 0.352 Tw (experiments can be easily performed by the children.) Tj 297 0 TD 0 Tc 0.1875 Tw ( ) Tj -297 -15.75 TD ( ) Tj 0 -16.5 TD -0.0833 Tc 2.5208 Tw (Coming to the nature of science, Anton E. Lawson \() Tj 312.75 0 TD /F5 14.25 Tf -0.0865 Tc 2.524 Tw (T. rex) Tj 35.25 0 TD /F1 14.25 Tf -0.2048 Tc 2.6423 Tw (, the Crater of) Tj 0 Tc -1.3125 Tw ( ) Tj -348 -15.75 TD -0.1609 Tc 2.2984 Tw (Doom, and the Nature of Scientific Discovery, Science & Education ) Tj 408.75 0 TD /F0 14.25 Tf -0.375 Tc 0 Tw (13) Tj 14.25 0 TD /F1 14.25 Tf 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.9615 Tc -0.351 Tw (: ) Tj -429 -15.75 TD -0.375 Tc 0 Tw (155) Tj 20.25 0 TD -0.2453 Tc (-) Tj 5.25 0 TD -0.137 Tc 5.5745 Tw (177, 2004\) discusses the issue of different) Tj 267.75 0 TD -0.1745 Tc 5.987 Tw (iating hypotheses from) Tj 0 Tc -1.3125 Tw ( ) Tj -293.25 -16.5 TD -0.1155 Tc 1.1363 Tw (predictions while performing experiments and its implications for engaging ) Tj 0 -15.75 TD -0.0902 Tc 0.9652 Tw (students in open enquiries. Other studies show that an understanding of the ) Tj 0 -16.5 TD -0.0667 Tc 0.3292 Tw (nature of science supports successful learning of science content. Therefore, ) Tj 0 -15.75 TD 0.012 Tc 0 Tw (open) Tj 27.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1789 Tc 0.4497 Tw (enquiry is an approach that should be taken up. ) Tj 267 0 TD 0 Tc 0.1875 Tw ( ) Tj -298.5 -16.5 TD ( ) Tj 0 -15.75 TD -0.0857 Tc 2.3357 Tw (Also, students who viewed ) Tj 167.25 0 TD -0.049 Tc 0.2365 Tw (scientific ) Tj 58.5 0 TD -0.1051 Tc 3.2927 Tw (knowledge as reversible \(dynamic\)) Tj 0 Tc -0.5625 Tw ( ) Tj -225.75 -16.5 TD -0.1274 Tc 2.7012 Tw (rather than fixed \(static\) were less likely to believe that learning Science) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -15.75 TD -0.0954 Tc 0.3766 Tw (depended on memorisation and achieved a more integrated u) Tj 343.5 0 TD -0.0526 Tc -0.1349 Tw (nderstanding of ) Tj -343.5 -16.5 TD -0.1774 Tc 1.0572 Tw (the topic of study. To quote Jean Piaget \(To Understand is to Invent, 1976\)) Tj 428.25 0 TD -0.2115 Tc 0 Tw (:) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -15.75 TD -0.0825 Tc 1.8236 Tw (\221It is not by knowing the Pythagorean theorem that the free exercise of a ) Tj ET endstream endobj 25 0 obj 6414 endobj 23 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F5 21 0 R >> /ProcSet 2 0 R >> /Contents 24 0 R >> endobj 27 0 obj << /Length 28 0 R >> stream BT 90 708 TD 0 0 0 rg /F1 14.25 Tf -0.0864 Tc 0.3364 Tw (person\222s reason will be assured. Rather, it is assured by having rediscovered ) Tj 0 -15.75 TD -0.2067 Tc 1.1443 Tw (that there ) Tj 60.75 0 TD -0.1653 Tc 2.372 Tw (is such a theorem and how to prove it. The aim of intellectual ) Tj -60.75 -16.5 TD -0.066 Tc 1.057 Tw (education is not to know how to repeat or to conserve readymade truths \(a ) Tj 0 -15.75 TD -0.1202 Tc 2.1291 Tw (truth that is parroted is only a half) Tj 204 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.1523 Tc (truth\)) Tj 31.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1596 Tc 1.8471 Tw (but to) Tj 34.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.1889 Tc 1.5014 Tw (learn to ) Tj 49.5 0 TD -0.1142 Tc 0.3017 Tw (find ) Tj 27.75 0 TD -0.0082 Tc 0.9457 Tw (the truth by ) Tj -363 -16.5 TD -0.1729 Tc 4.9438 Tw (oneself at the risk of losing a lot of ) Tj 5.0385 Tc 0 Tw (t) Tj 243.75 0 TD -0.1733 Tc 5.0108 Tw (ime and going through all the) Tj 0 Tc 0.1875 Tw ( ) Tj -243.75 -15.75 TD -0.1482 Tc 0.4428 Tw (roundabout ways that are inherent in real activity.\222) Tj 283.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -283.5 -16.5 TD ( ) Tj 0 -15.75 TD -0.0611 Tc 1.0486 Tw (Karl Popper\222s stand is that the \221method of science\222 does not lie in the way ) Tj 0 -16.5 TD -0.1228 Tc 0.368 Tw (new ideas are conceived but, rather, in the rigorous and systematic way such ) Tj 0 -15.75 TD -0.116 Tc 3.3035 Tw (ideas are tested. ) Tj 3.2115 Tc 0 Tw (D) Tj 111.75 0 TD -0.1338 Tc 3.415 Tw (eveloping this idea in the curriculum should give the) Tj 0 Tc 0.1875 Tw ( ) Tj -111.75 -16.5 TD -0.1627 Tc 7.1002 Tw (children the sense of how theories are not read directly from the) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -15.75 TD -0.1661 Tc 5.6786 Tw (observations and the role of imagination in formulating a theory \(!\).) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -16.5 TD -0.0727 Tc 1.0102 Tw (According to Driver, an understanding of the scientific approach t) Tj 378 0 TD -0.1448 Tc 0.7073 Tw (o enquiry ) Tj -378 -15.75 TD -0.1533 Tc 0.8862 Tw (involves not only an understanding of the empirical enquiry procedures, but ) Tj 0 -16.5 TD -0.1824 Tc 2.6881 Tw (also the role of theoretical and conceptual ideas in framing any empirical) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -15.75 TD -0.1334 Tc 8.7375 Tw (enquiry and in interpreting its outcomes. This would include an) Tj 0 Tc 0.1875 Tw ( ) Tj T* -0.1392 Tc 1.3767 Tw (understanding of the limits of ) Tj 177 0 TD -0.1352 Tc 1.287 Tw (application of the scientific approach and of ) Tj -177 -16.5 TD -0.0576 Tc 3.2451 Tw (the demarcation between sciences and non) Tj 255.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.0863 Tc 3.6488 Tw (sciences. We would like the) Tj 0 Tc 0.1875 Tw ( ) Tj -260.25 -15.75 TD -0.1341 Tc 2.4466 Tw (children to be consciously aware of why scientific ideas and theories are ) Tj 0 -16.5 TD -0.1814 Tc 0.5564 Tw (reasonable, rather than simply learn) Tj 200.25 0 TD -0.3205 Tc 0 Tw (ing) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2625 Tc 0 Tw (them.) Tj 32.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -253.5 -15.75 TD ( ) Tj 0 -16.5 TD -0.1875 Tc 1.875 Tw (Coming to the pre) Tj 105.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD 0.399 Tc (co) Tj 14.25 0 TD -0.1765 Tc 1.864 Tw (ncepts that children bring to the classroom, and) Tj 275.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.3 Tc 0 Tw (quite) Tj 27.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -15.75 TD -0.1276 Tc 3.3151 Tw (often carry back with them, various studies have shown how these pre) Tj 427.5 0 TD -0.2453 Tc 0 Tw (-) Tj -427.5 -16.5 TD -0.1554 Tc 1.6554 Tw (concepts interfere with the scientific concepts that school tries to teach the ) Tj 0 -15.75 TD -0.1421 Tc 1.7359 Tw (children. In Physics, it seems to be well established) Tj 300 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1571 Tc 1.4696 Tw (that both children and ) Tj -305.25 -16.5 TD -0.1569 Tc 0.4069 Tw (adults \(and cartoons!\) prefer Aristotle to Galileo when it comes to explaining ) Tj 0 -15.75 TD -0.0665 Tc 0.304 Tw (bodies in motion or at rest. In Chemistry, one of the persistent beliefs is that ) Tj 0 -16.5 TD -0.1533 Tc 3.4033 Tw (matter is destroyed on burning. In Biology, in spite of being told about) Tj 432 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -15.75 TD -0.0464 Tc 0.1714 Tw (photosynthesis, students stick with the notion that plants get their food from ) Tj 0 -15.75 TD -0.1008 Tc 0.2883 Tw (the soil through their roots.) Tj 152.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -152.25 -16.5 TD ( ) Tj 0 -15.75 TD -0.0825 Tc 4.77 Tw (In addition to these pre) Tj 148.5 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.0766 Tc 4.8891 Tw (concepts that affect the learning of scientific) Tj 0 Tc 0.1875 Tw ( ) Tj -153 -16.5 TD -0.1395 Tc 1.0145 Tw (concepts, there are garbled versions of some concepts that are seen in m) Tj 411.75 0 TD -0.109 Tc 0.2965 Tw (any ) Tj -411.75 -15.75 TD -0.158 Tc 2.3228 Tw (children. In Chemistry, the particulate nature of matter and the difference ) Tj 0 -16.5 TD -0.13 Tc 1.3175 Tw (between macroscopic and sub) Tj 171.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.1105 Tc 0.798 Tw (microscopic properties seems to be absorbed ) Tj -176.25 -15.75 TD -0.1121 Tc 0.436 Tw (at a superficial level which quickly disintegrates when probing questions are ) Tj 0 -16.5 TD 0.0255 Tc 1.037 Tw (asked. How we go on from t) Tj 166.5 0 TD -0.073 Tc 1.0105 Tw (he macroscopic properties and learn about the ) Tj -166.5 -15.75 TD -0.0977 Tc 0 Tw (sub) Tj 20.25 0 TD -0.2453 Tc (-) Tj 4.5 0 TD -0.0746 Tc 0.3775 Tw (microscopic world is fascinating, but I guess it is never conveyed to the ) Tj -24.75 -16.5 TD -0.11 Tc 0.2975 Tw (children. Some examples of th) Tj 172.5 0 TD -0.4022 Tc 0.5897 Tw (is half) Tj 34.5 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.1152 Tc 0.3027 Tw (baked understanding are) Tj 138 0 TD -0.1454 Tc 0.3329 Tw (: 1\) Expansion ) Tj -349.5 -15.75 TD -0.0488 Tc 0.2363 Tw (of a substance on melting occurs because the molecules ex) Tj 333 0 TD -0.0445 Tc 0.232 Tw (pand. 2\) Particles ) Tj ET endstream endobj 28 0 obj 6223 endobj 26 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 27 0 R >> endobj 30 0 obj << /Length 31 0 R >> stream BT 90 708 TD 0 0 0 rg /F1 14.25 Tf -0.1655 Tc 3.103 Tw (\(atoms / molecules\) melt when a substance reaches its melting point. 3\) ) Tj 0 -15.75 TD -0.1454 Tc 1.1329 Tw (Molecules get hot as the temperature is raised \(I wonder if this is before or ) Tj 0 -16.5 TD -0.172 Tc 1.6988 Tw (after the kinetic theory of gases is taught\). 4\) A plane perpendicular to the ) Tj 0 -15.75 TD 0.1209 Tc 1.5666 Tw (ring of a) Tj 50.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1146 Tc 1.8021 Tw (bromobenzene molecule, and passing through the bromine atom, ) Tj -55.5 -16.5 TD -0.1541 Tc 1.5916 Tw (cannot be a plane of symmetry because the \223B\224 and the \223r\224 in the symbol ) Tj 0 -15.75 TD -0.1005 Tc 2.8107 Tw (\223Br\224 are different. This last example is a manifestation of the confusion) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -16.5 TD -0.1683 Tc 9.3558 Tw (between the sub) Tj 108.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.102 Tc 9.102 Tw (microscopic world and the symbol) Tj 228.75 0 TD -0.181 Tc 9.3685 Tw (ic system for) Tj 0 Tc -1.3125 Tw ( ) Tj -342 -15.75 TD -0.2115 Tc 0.774 Tw (representing it. ) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -87.75 -16.5 TD ( ) Tj 0 -15.75 TD -0.0679 Tc 1.6304 Tw (There are some studies or approaches which seek to avoid the confusions ) Tj 0 -16.5 TD -0.0775 Tc 0.9614 Tw (that arise in the minds of students because we tend to approach the subject ) Tj 0 -15.75 TD -0.0923 Tc 1.0298 Tw (from the point of view of an expert. G) Tj 221.25 0 TD -0.1133 Tc 1.3008 Tw (eorge M. Bodner \(Constructivism) Tj 192.75 0 TD -0.375 Tc 0.9375 Tw (: A ) Tj -414 -16.5 TD 0.3341 Tc 0 Tw (Th) Tj 15.75 0 TD -0.209 Tc 5.6465 Tw (eory of Knowledge) Tj 0 Tc -0.5625 Tw ( ) Tj 126.75 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 9 0 TD -0.1532 Tc 5.5907 Tw (Journal of Chemical Education, Volume 63,) Tj 0 Tc 0.1875 Tw ( ) Tj -159 -15.75 TD -0.1707 Tc 3.3582 Tw (Number 10, October 1986, 873) Tj 187.5 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.1088 Tc 3.2963 Tw (878\) quotes Herron who approaches the) Tj 0 Tc -0.5625 Tw ( ) Tj -192 -16.5 TD -0.1477 Tc 5.5852 Tw (definition of molarity from the practical difficulties of measuring the) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -15.75 TD -0.0974 Tc 2.1599 Tw (amounts of substances in solutions. Another example of ) Tj 337.5 0 TD -0.1617 Tc 2.4117 Tw (how we tend to ) Tj -337.5 -15.75 TD -0.1455 Tc 2.9921 Tw (present the final finished products in textbooks causing confusion in the ) Tj 0 -16.5 TD -0.1605 Tc 0.348 Tw (child about what came first:) Tj 156 0 TD 0 Tc 0.1875 Tw ( ) Tj -120 -15.75 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 31.5 0 TD /F1 14.25 Tf -0.161 Tc 0.3485 Tw (Why, for example, put lithium\222s last electron in a new orbital?) Tj 349.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -385.5 -16.5 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 31.5 0 TD /F1 14.25 Tf -0.1532 Tc 0.1532 Tw (Because Bohr\222s rules say ) Tj 144.75 0 TD 0.4159 Tc 0 Tw (so) Tj 12.75 0 TD 0.1875 Tc (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj -196.5 -15.75 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 31.5 0 TD /F1 14.25 Tf -0.1138 Tc 1.0513 Tw (But, Bohr was once asked, why did you rule th) Tj 270.75 0 TD -0.1368 Tc 0.8243 Tw (at lithium\222s last ) Tj -270.75 -16.5 TD -0.2162 Tc 0.4037 Tw (electron must go in a new orbital?) Tj 190.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -226.5 -15.75 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 31.5 0 TD /F1 14.25 Tf -0.1459 Tc 0.2396 Tw (Because the facts of chemistry demand it, replied Bohr.) Tj 311.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -383.25 -16.5 TD -0.1158 Tc 0.3658 Tw (\(from Henry A. Bent\222s Uses \(and Abuses\) of Models in Teaching Chemistry ) Tj 0 -15.75 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1148 Tc 1.2023 Tw (Journal of Chemical Education, Volume 61, Number 9, September 1984, ) Tj -12 -16.5 TD -0.375 Tc 0 Tw (774) Tj 20.25 0 TD -0.2453 Tc (-) Tj 5.25 0 TD 0.375 Tc (7) Tj 6.75 0 TD -0.0144 Tc (77.\)) Tj 22.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -54.75 -15.75 TD ( ) Tj 0 -16.5 TD -0.0753 Tc 1.7128 Tw (This brings us to the use of models in describing the world around us. A ) Tj 0 -15.75 TD -0.1003 Tc 1.4545 Tw (model is like the object / phenomenon it is mode) Tj 285 0 TD -0.2115 Tc 0 Tw (l) Tj 3.75 0 TD -0.12 Tc 0.9075 Tw (ling in some aspects, but ) Tj -288.75 -15.75 TD -0.1966 Tc 2.8386 Tw (what is important is that the children understand where the model differs) Tj 432 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -16.5 TD -0.1132 Tc 0.3007 Tw (from the original) Tj 93.75 0 TD -0.3488 Tc 0.9113 Tw (. Nahum Kip) Tj 73.5 0 TD -0.1135 Tc 0.0197 Tw (nis discusses the strengths and weaknesses of a ) Tj -167.25 -15.75 TD -0.1195 Tc 1.1252 Tw (couple of models in understanding electricity and diffraction in Theories as ) Tj 0 -16.5 TD -0.1156 Tc 0.3031 Tw (Models in Teaching Physics ) Tj 162 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1728 Tc 0.1103 Tw (Science & Education ) Tj 121.5 0 TD /F0 14.25 Tf 0.375 Tc 0 Tw (7) Tj 7.5 0 TD /F1 14.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.5216 Tc 0.7091 Tw (: 245) Tj 27 0 TD -0.2453 Tc 0 Tw (-) Tj 5.25 0 TD -0.25 Tc 0.4375 Tw (260, 1998.) Tj 60 0 TD 0 Tc 0.1875 Tw ( ) Tj -397.5 -15.75 TD ( ) Tj 0 -16.5 TD -0.2077 Tc 1.8119 Tw (After all this, there is also the need for child) Tj 258.75 0 TD -0.3158 Tc 0 Tw (ren) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2224 Tc 1.9099 Tw (to be able) Tj 57.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1933 Tc 1.3808 Tw (to link together ) Tj -344.25 -15.75 TD -0.0258 Tc 5.4633 Tw (concepts in various areas when deal) Tj 230.25 0 TD -0.0705 Tc 0 Tw (ing) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 9.75 0 TD -0.0782 Tc 5.5157 Tw (with an application of) Tj 0 Tc -0.5625 Tw ( ) Tj 148.5 0 TD 0.0259 Tc 0.1616 Tw (their ) Tj -405.75 -16.5 TD -0.1222 Tc 1.9972 Tw (knowledge in real life. This includes being able to move between various ) Tj 0 -15.75 TD -0.1284 Tc 3.9909 Tw (modes of thinking about the world and representing this thinking. One) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -16.5 TD -0.141 Tc 4.266 Tw (manifestation of the lack ) Tj 4.125 Tc 0 Tw (o) Tj 165.75 0 TD -0.1614 Tc 4.5275 Tw (f linkages is the difficulty children have in) Tj 0 Tc 0.1875 Tw ( ) Tj -165.75 -15.75 TD -0.1217 Tc 1.1342 Tw (interpreting \(sometimes even drawing\) graphs. An example is discussed by ) Tj ET endstream endobj 31 0 obj 6728 endobj 29 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 30 0 R >> endobj 33 0 obj << /Length 34 0 R >> stream BT 90 708 TD 0 0 0 rg /F1 14.25 Tf -0.1633 Tc 6.3508 Tw (L.H.T. West and P.J. Fensham in \221What is Learning in Chemistry\222) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -15.75 TD -0.1702 Tc 1.8577 Tw (\(Chemical Education : A View Across the Secondary ) Tj 316.5 0 TD 0.375 Tc 0 Tw (\226) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.144 Tc 1.0815 Tw (Tertiary Interface. ) Tj -329.25 -16.5 TD 0.327 Tc 0 Tw (P) Tj 8.25 0 TD -0.1626 Tc 0.9335 Tw (roceedings of the Royal Australian Chemical Institute Chemical Education ) Tj -8.25 -15.75 TD -0.0914 Tc 1.0289 Tw (Division Conference, Gippsland Institute of Advanced Education, 162) Tj 402.75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.0469 Tc 0.2344 Tw (169, ) Tj -407.25 -16.5 TD -0.0768 Tc 0.2643 Tw (1979\). Here a student who has read the normal boiling point) Tj 341.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0962 Tc 0.2837 Tw (of bromine) Tj 62.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.359 Tc 0 Tw (and) Tj 20.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -15.75 TD -0.4887 Tc 0 Tw (its) Tj 12.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0815 Tc 0.569 Tw (boiling point at a given pressu) Tj 171.75 0 TD -0.1264 Tc 0.3889 Tw (re from its phase diagram is not able to say ) Tj -188.25 -16.5 TD -0.1322 Tc 1.8197 Tw (why a pressure cooker cooks faster till) Tj 224.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.6767 Tc 3.1142 Tw (he is) Tj 27.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1585 Tc 1.471 Tw (asked very leading questions. ) Tj -262.5 -15.75 TD -0.1328 Tc 2.5703 Tw (This paper goes on to suggest some ways in which inter) Tj 337.5 0 TD -0.2453 Tc 0 Tw (-) Tj 5.25 0 TD -0.1374 Tc 1.8249 Tw (linkages in this ) Tj -342.75 -16.5 TD -0.0721 Tc -0.4904 Tw (topic could be ) Tj 83.25 0 TD -0.2447 Tc 0 Tw (attempted) Tj 54.75 0 TD 0.1875 Tc (.) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -141.75 -15.75 TD ( ) Tj 0 -16.5 TD -0.0778 Tc 2.5153 Tw (One of the points that has been made) Tj 225 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.101 Tc 2.4313 Tw (by various people is that the way ) Tj -231 -15.75 TD -0.0933 Tc 0.4172 Tw (knowledge is broken down into subjects and topics within subjects followed ) Tj 0 -16.5 TD -0.1505 Tc 1.6505 Tw (by evaluation of these same \221discrete\222 bits of knowledge is responsible for ) Tj 0 -15.75 TD -0.0842 Tc 1.3217 Tw (the way children learn the facts of science in this piece) Tj 319.5 0 TD -0.2453 Tc 0 Tw (-) Tj 5.25 0 TD -0.1818 Tc 1.1193 Tw (meal manner.) Tj 77.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.0409 Tc 0.1466 Tw (This ) Tj -406.5 -16.5 TD -0.1161 Tc 0.2411 Tw (indicates that methods of evaluation too need to be considered when framing ) Tj 0 -15.75 TD -0.2325 Tc 0.42 Tw (the curriculum.) Tj 85.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -85.5 -15.75 TD ( ) Tj 0 -16.5 TD -0.1211 Tc 0.3086 Tw (Therefore, from all of the above, we have some pedagogic guidelines:) Tj 392.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -374.25 -16.5 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1535 Tc 0.216 Tw (Use the history of science where appropriate.) Tj 253.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -271.5 -17.25 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1199 Tc -0.014 Tw (Follow the process of open enquiry \(where ) Tj 243.75 0 TD -0.2079 Tc 0 Tw (appropriate\).) Tj 72 0 TD 0 Tc 0.1875 Tw ( ) Tj -333.75 -17.25 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1923 Tc 4.1298 Tw (Map the pre) Tj 75 0 TD -0.2453 Tc 0 Tw (-) Tj 4.5 0 TD -0.1351 Tc 3.9654 Tw (conceptions of children and devise ways of tackling) Tj 0 Tc 0.1875 Tw ( ) Tj -79.5 -16.5 TD -0.4125 Tc 0 Tw (them.) Tj 31.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -49.5 -16.5 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1345 Tc 0.322 Tw (Develop a multiplicity of approaches and see what works.) Tj 324.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -342.75 -16.5 TD ( ) Tj -18 -16.5 TD ( ) Tj 0 -15.75 TD -0.1638 Tc 0.3513 Tw (In conclusion, what are the things we need to do) Tj 271.5 0 TD -0.327 Tc 0 Tw (?) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj -262.5 -16.5 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.1841 Tc 0.4788 Tw (Map the ideas children have of the world.) Tj 233.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -251.25 -17.25 TD /F2 14.25 Tf 0.195 Tc 0 Tw (\267) Tj 6.75 0 TD /F3 14.25 Tf 0 Tc -0.2115 Tw ( ) Tj 11.25 0 TD /F1 14.25 Tf -0.166 Tc 0.3535 Tw (Study how these idea) Tj 119.25 0 TD -0.1997 Tc 0.3872 Tw (s affect what we try to teach them.) 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