Meeting Three

Driver, Rosalind, “The fallacy of induction in science teaching”, in Teaching Science, ed. Ralph Levinson (London: Routledge, 1994), 41-48. (Google Books)

Discussion points:

  • 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?
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