Science‐as‐practice and the Status of Knowledge: A Response to Osborne

Science Education- United States

doi 10.1002/sce.21541

Full Text

Abstract

Available in

Categories

Philosophy of Science

Date

July 26, 2019

Authors

William R. Penuel

Erin Marie Furtak

Publisher

Wiley

Related search

Odd Ideas About Learning Science: A Response to Osborne

Science Education

Philosophy of Science

English

Tacit Knowledge and Girls’ Notions About a Field Science Community of Practice

International Journal of Science Education, Part B: Communication and Public Engagement

English

Science as Knowledge, Practice, and Map Making: The Challenge of Defining Metrics for Evaluating and Improving DOE-Funded Basic Experimental Science

English

Teacher Knowledge as Fundamental to Effective Teaching Practice

Journal of Mathematics Teacher Education

English

Practice as Research: Foundations for a Community of Knowledge.

Congress on Research in Dance Conference Proceedings

English

A Response to “Highlighting the Value of Impact Evaluation: Enhancing Informal Science Learning and Public Engagement Theory and Practice”

Journal of Science Communication

English

Practice-As-Research in Performance: A Response to Reflective Judgement

Studies in Theatre and Performance

Performing Arts

English

Science as Social Existence: Heidegger and the Sociology of Scientific Knowledge

English

On the Osborne Beds

Geological Magazine

English