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Shulman stated that:
To think properly about content knowledge requires going beyond knowledge of the facts or concepts of a domain. It requires understanding the structures of the subject matter… Teachers must not only be capable of defining for students the accepted truths in a domain. They must also be able to explain why a particular proposition is deemed warranted, why it is worth knowing, and how it relates to other propositions, both within the discipline and without, both in theory and in practice. (Shulman 1986, p. 9) (Matthews, 1994, p. 4).
This point indicates the need for teachers to acquire an in-depth understanding of what philosophy of science is. Teachers holding this understanding might be able to provide students an opportunity to construct their own belief of what science is avoiding perhaps the general public belief that science is just a collection of facts and statements. In such case, students are expected to focus on the development of investigative and analytical skills and combine these skills with science knowledge; therefore the students will have more chances to construct their own understanding of science topics always having the support of their teachers.