By John K. Gilbert
Across the world popular and award-winning author John Gilbert has spent the final thirty years gaining knowledge of, considering and writing approximately a few of the central and enduring matters in technology schooling. He has contributed over twenty books and four hundred articles to the sector and is Editor-in-Chief of the overseas magazine of technology schooling. For the 1st time he brings jointly 16 of his key writings in a single quantity. This designated publication highlights vital shifts in emphasis in technological know-how schooling study, the influence of important members and concerns of nationwide and foreign hindrance. All this can be interwoven within the following 4 issues: clarification, versions and modeling in technology schooling concerning technology schooling and expertise schooling casual schooling in technological know-how and know-how substitute conceptions and technological know-how schooling.
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Extra resources for Constructing Worlds through Science Education: The Selected Works of John Gilbert (World Library of Educationalists)
Those who knew him still ask: What might have been? At about the same time, I worked extensively with Maureen Pope, who introduced me to George Kelly’s theory of ‘personal construct psychology’ and who showed me the educational value of the history and philosophy of science, thus providing a multi-stranded coherence to my study of children’s conceptions. The notion of building science education on the study of the classroom experiences of both teachers and students was reinforced by work with Mike Watts, who has always shown great insight into both.
In 1991, I became Editor-in-Chief of the International Journal of Science Education. What started as the small commitment of producing four Issues per annual Volume has grown greatly so that 15 Issues are now produced each year. It continues to provide me with an opportunity to support science education at world level and especially to provide professional development for new and/or poorly resourced researchers. More selfishly, it enables me to keep abreast of trends in the field at global level.
Whilst this may be both convenient and efficient for the teachers, the practice completely nullifies any attempts to teach the nature of science. Hybrid models can never be replaced – the normal process of progress in science – because they never existed in science per se. ’ One of the major roles for models in both science and science education is to form the basis of ‘thought experiments’: the design and conduct of experiments in the mind. Page 6 Whilst some eminent scientists and philosophers – Einstein, Mach, Kuhn – have written about their own experience of thought experimentation, there has been little enquiry into the use of this elegant technique in science education.