John L Rudolph
Dados Biográficos
| ID | 3946116 |
|---|---|
| NOME | John L Rudolph |
| PRENOMES | John L |
| SOBRENOME | Rudolph |
| ASSINATURA | RUDOLPH J L |
| AFILIAÇÕES | University of Wisconsin–Madison |
| ORCID | 0000-0001-9103-9653 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 26 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 3 |
Scientific literacy
It has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout the 1940s and 1950s. Exploring the historical ci…
Why We Teach Science (and Why We Should)
Why We Teach Science (and Why We Should) provides a historical overview of the reasons science has been included as a school subject in the United States and examines them in light of research on how people use science in their daily lives and future occupations. The book argues that all the various reasons can be broken down into two primary purposes: teaching science to prepare future scientific and technical workers and teaching science for ge…
How has Science Education changed over the last 100 years? An analysis using natural language processing
For well over a century, the journal Science Education has been publishing articles about the teaching and learning of science. These articles represent more than just a repository of past work: they have the potential to offer insights into both the history of science education as well as well as the dynamics of field‐specific change. It can be difficult, however, for educators, researchers, reformers, and policymakers to grasp the nuances of ov…
The lost moral purpose of science education
Since the rise of mass schooling in the 19th century, Americans have advocated for the teaching of science at nearly every level of the educational system. The reasons for its inclusion in the school curriculum, though, have varied over the years. The argument in the mid 1800s, for example, centered on the utilitarian value of scientific knowledge for industry and everyday affairs, while in the 1950s the study of science was viewed as important f…
Henry M. Cowles, The Scientific Method
Innocent Experiments
Reviewed by: Innocent Experiments: Childhood and the Culture of Popular Science in the United States by Rebecca Onion John L. Rudolph (bio) Innocent Experiments: Childhood and the Culture of Popular Science in the United States. By Rebecca Onion. Chapel Hill: University of North Carolina Press, 2016. Pp. 240. $29.95. Many of us (at least those of a certain age) can recall a variety of childhood experiences with science. There were the chemistry s…
Why Understanding Science Matters
The author outlines the rise of a hard-science model advocated by the Institute for Education Sciences, including the application of research and development approaches to education following the Second World War, and describes the attraction of these hard-science approaches for education policymakers. He notes that in the face of complex and persistent educational problems, these approaches seem to promise objective results, uniform solutions, a…
Dewey’s “Science as Method” a Century Later
Over a hundred years ago, John Dewey delivered his now-well-known address “Science as Subject-Matter and as Method” to those assembled at the Boston meeting of the American Association for the Advancement of Science in which he lamented the nearly exclusive focus on content knowledge in early-20th-century school science classrooms. This article revisits Dewey’s talk and examines the development of science education in the United States in the yea…
Teaching Materials and the Fate of Dynamic Biology in American Classrooms after Sputnik
The technologies of classroom instruction have received scant attention from historians of technology. Yet schools, in particular science classrooms, abound with laboratory and instructional apparatus that play an important role in how students (and ultimately members of the public at large) learn about how science and scientists generate knowledge in a given disciplinary field. This article uses the post-Sputnik reforms in United States high sch…
Science education
The Race between Education and Technology (review)
Reviewed by: The Race between Education and Technology John Rudolph (bio) The Race between Education and Technology. By Claudia Goldin and Lawrence F. Katz. Cambridge, Mass.: Belknap Press of Harvard University Press, 2008. Pp. 488. $39.95. In this book, Claudia Goldin and Lawrence Katz serve up a compelling metaphor—one of a contest between human ingenuity on one side in the form of ongoing, sometimes rapid, technological development, and the ab…
Epistemology for the Masses
In the widely disseminated Harvard report General Education in a Free Society (1945), the authors of the section on science teaching in the schools made passing reference to the portrayal of the scientific method in the existing curriculum. Rather than simply noting its inadequacy in representing the process of scientific research, they could not resist the urge to deliver a more scathing commentary. “Nothing could be more stultifying, and, perha…
Turning Science to Account
In the second decade of the twentieth century a new subject appeared in American high schools, aimed at providing citizens with an understanding of the essential nature of scientific thinking. "General science," as it was called, was developed and promoted by an emerging class of professional educators who sought to offer a version of science that they believed would both excite public interest and prove useful in the everyday lives of the masses…
Epistemology for the Masses
In the widely disseminated Harvard report General Education in a Free Society (1945), the authors of the section on science teaching in the schools made passing reference to the portrayal of the scientific method in the existing curriculum. Rather than simply noting its inadequacy in representing the process of scientific research, they could not resist the urge to deliver a more scathing commentary. “Nothing could be more stultifying, and, perha…
Turning Science to Account
In the second decade of the twentieth century a new subject appeared in American high schools, aimed at providing citizens with an understanding of the essential nature of scientific thinking. "General science," as it was called, was developed and promoted by an emerging class of professional educators who sought to offer a version of science that they believed would both excite public interest and prove useful in the everyday lives of the masses…
Dewey’s “Science as Method” a Century Later
Over a hundred years ago, John Dewey delivered his now-well-known address “Science as Subject-Matter and as Method” to those assembled at the Boston meeting of the American Association for the Advancement of Science in which he lamented the nearly exclusive focus on content knowledge in early-20th-century school science classrooms. This article revisits Dewey’s talk and examines the development of science education in the United States in the yea…
Why Understanding Science Matters
The author outlines the rise of a hard-science model advocated by the Institute for Education Sciences, including the application of research and development approaches to education following the Second World War, and describes the attraction of these hard-science approaches for education policymakers. He notes that in the face of complex and persistent educational problems, these approaches seem to promise objective results, uniform solutions, a…
Epistemology for the Masses
In the widely disseminated Harvard report General Education in a Free Society (1945), the authors of the section on science teaching in the schools made passing reference to the portrayal of the scientific method in the existing curriculum. Rather than simply noting its inadequacy in representing the process of scientific research, they could not resist the urge to deliver a more scathing commentary. “Nothing could be more stultifying, and, perha…
Turning Science to Account
In the second decade of the twentieth century a new subject appeared in American high schools, aimed at providing citizens with an understanding of the essential nature of scientific thinking. "General science," as it was called, was developed and promoted by an emerging class of professional educators who sought to offer a version of science that they believed would both excite public interest and prove useful in the everyday lives of the masses…
The Race between Education and Technology (review)
Reviewed by: The Race between Education and Technology John Rudolph (bio) The Race between Education and Technology. By Claudia Goldin and Lawrence F. Katz. Cambridge, Mass.: Belknap Press of Harvard University Press, 2008. Pp. 488. $39.95. In this book, Claudia Goldin and Lawrence Katz serve up a compelling metaphor—one of a contest between human ingenuity on one side in the form of ongoing, sometimes rapid, technological development, and the ab…
Science education
Teaching Materials and the Fate of Dynamic Biology in American Classrooms after Sputnik
The technologies of classroom instruction have received scant attention from historians of technology. Yet schools, in particular science classrooms, abound with laboratory and instructional apparatus that play an important role in how students (and ultimately members of the public at large) learn about how science and scientists generate knowledge in a given disciplinary field. This article uses the post-Sputnik reforms in United States high sch…
Why Understanding Science Matters
The author outlines the rise of a hard-science model advocated by the Institute for Education Sciences, including the application of research and development approaches to education following the Second World War, and describes the attraction of these hard-science approaches for education policymakers. He notes that in the face of complex and persistent educational problems, these approaches seem to promise objective results, uniform solutions, a…
Dewey’s “Science as Method” a Century Later
Over a hundred years ago, John Dewey delivered his now-well-known address “Science as Subject-Matter and as Method” to those assembled at the Boston meeting of the American Association for the Advancement of Science in which he lamented the nearly exclusive focus on content knowledge in early-20th-century school science classrooms. This article revisits Dewey’s talk and examines the development of science education in the United States in the yea…
Innocent Experiments
Reviewed by: Innocent Experiments: Childhood and the Culture of Popular Science in the United States by Rebecca Onion John L. Rudolph (bio) Innocent Experiments: Childhood and the Culture of Popular Science in the United States. By Rebecca Onion. Chapel Hill: University of North Carolina Press, 2016. Pp. 240. $29.95. Many of us (at least those of a certain age) can recall a variety of childhood experiences with science. There were the chemistry s…
The lost moral purpose of science education
Since the rise of mass schooling in the 19th century, Americans have advocated for the teaching of science at nearly every level of the educational system. The reasons for its inclusion in the school curriculum, though, have varied over the years. The argument in the mid 1800s, for example, centered on the utilitarian value of scientific knowledge for industry and everyday affairs, while in the 1950s the study of science was viewed as important f…
Henry M. Cowles, The Scientific Method
How has Science Education changed over the last 100 years? An analysis using natural language processing
For well over a century, the journal Science Education has been publishing articles about the teaching and learning of science. These articles represent more than just a repository of past work: they have the potential to offer insights into both the history of science education as well as well as the dynamics of field‐specific change. It can be difficult, however, for educators, researchers, reformers, and policymakers to grasp the nuances of ov…
Why We Teach Science (and Why We Should)
Why We Teach Science (and Why We Should) provides a historical overview of the reasons science has been included as a school subject in the United States and examines them in light of research on how people use science in their daily lives and future occupations. The book argues that all the various reasons can be broken down into two primary purposes: teaching science to prepare future scientific and technical workers and teaching science for ge…
Scientific literacy
It has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout the 1940s and 1950s. Exploring the historical ci…
Sociology (11 obras) · Science education (9 obras) · Epistemology (7 obras) · Pedagogy (7 obras) · Political science (7 obras) · Psychology (7 obras) · Mathematics education (6 obras) · Social science (6 obras) · Law (5 obras) · Philosophy (5 obras)