Posts Tagged ‘ humanistic science teaching ’

Why Do We Teach Science, Anyway? The Democratic Argument

November 30, 2010

There are at least two interpretations that emerge when we explore why we teach science from the democratic argument. The first interpretation is that we should be teaching science to help students become informed citizens in an increasingly technocratic and scientific world, and provide them with the tools to intelligently discuss, vote on, and make decisions about “modern life, politics and society.” (Turner, p.… Read more

Should science teaching be political? A Humanistic Question

By Jack Hassard

May 13, 2010

Yesterday, I wrote about how science teacher education needs to embrace a humanistic perspective, and work with teachers at their highest level. Today there is a dismissive language that runs across the political spectrum condemning public schools, and teachers. This is fairly well documented in Diane Ravitch’s recent book, The Death and Life or the Great American School System: How Testing and Choice Are Undermining Education.… Read more

Humanizing Science Teacher Education

By Jack Hassard

May 12, 2010

Last week this question appeared on the NARST (National Association for Research in Science Teaching) Discussion List:

Can anyone suggest a resource (or resources) that addresses the problem of how to engage resistant in-service science teachers to experiment with more reform oriented instructional practices? Ideally there would be practical suggestions for instructional coaches (or other school or district supervisors) on how to deal with science teachers who are unwilling or uninterested in trying some new instructional approaches.

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Dear Mr. President: Take the Risk, and Try and Humanize Teaching and Learning

By Jack Hassard

March 14, 2010

Tomorrow, President Obama will send his education blue print to Congress, which, according to the New York Times article, “strikes a careful balance, retaining some key features of the Bush-era law, including its requirement for annual reading and math tests, while proposing far-reaching changes.”

The blue print is really no different than what was put into practice by the No Child Left Behind (NCLB) Act, and is steeped in a corporate model of teaching and learning that uses test scores to drive the day-to-day work of teachers in schools.… Read more

Engineering as a Way to Humanize Science Teaching

By Jack Hassard

February 18, 2010

In earlier posts I have talked about the humanistic science paradigm of learning, and have indicated that this paradigm has the potential of increasing the interest that students have in science, as well as helping students comprehend and understand science. In one post I made this point:

What has emerged in science education is a major trend that is a departure from the traditional view of curriculum.

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Dr. Joe Abruscato: He Delighted in Teaching Because He Knew It Was Beautiful

By Jack Hassard

January 3, 2010

I want to tell you about one of my closest friends—Dr. Joe Abruscato—and how he influenced me in my journey through life.

Joe and I met in graduate school at The Ohio State University (OSU) in 1967. We were part of a group of high school science teachers who had come from various school districts around the United States to study science & science education under the auspices of a National Science Foundation Academic Year Program directed by Dr John Richardson, professor & head of the Department of Science & Mathematics Education.… Read more