This chapter examines four periods in the history of science education. In particular it looks at how societal pressures brought about the teaching of science as inquiry in each period and how educators, cognitive psychologists, and scientists have responded with recommendations appearing in national science education reform documents. In addition, this review looks at the influence of scientists on the content and process of scientific inquiry and the contribution of cognitive psychologists to student-centered learning.
Details
Type Book ChapterPub Date 1/1/2008Stock # PB216X_2