Driver, Rosalind, “The fallacy of induction in science teaching”, in Teaching Science, ed. Ralph Levinson (London: Routledge, 1994), 41-48. (Google Books)
- Students are known to have preconceptions about how the world works. How do you deal with this in your lessons?
- If it’s true that students can’t “discover” scientific principles for themselves, why do practical work?
- How do we divide our lesson time between teaching the “facts” of science and “how science works”?
- Do you think reading this paper will lead you to change your own practice?