Preface / 3

Chapter 1 Philosophy of Science ················································································13
1.
The Relationship Between the Object and Field of Philosophy and Science Education ··········15
1) Object and Field of Philosophy ···································································15
2) Judging the truth of a statement ·········································································19
3) The influence of philosophy on science education ····························21
2.
Traditional Philosophy of Science and the Scientific Method ·········································22
1) Empiricism and inductive methods ································································24
2) Rationalism and the Deductive Method ································································28
3) Positivism, Operationalism, and Reductionism ······································30
4) Falsificationism and the Hypothetico-Deductive Method and Abductive Method·························36
5) Teaching and learning science according to scientific methods ·················42
3.
Contemporary Philosophy of Science and Constructivism ·············································46
1) Kuhn's Paradigm and Scientific Revolutions ················································46
2) Lakatos's research program and the differentiation of science ·············50
3) Loudoun's research tradition and the development of science ······················································53
4) Social Constructivism and the Sociology of Knowledge and Science ··················56
5) Science teaching and learning according to constructivism ················································58
4.
Philosophy of Science and the Development of Scientific Knowledge Models 62
1) Luke's model ·································································62
2) Evolutionary model ·································································63
3) Catastrophic Model ·································································64
4) Progressive model ·································································65

Chapter 2 The Nature of Science 67
1.
The Composition and Development of Science ·······················································69
1) Definition and Purpose of Science ·······································································69
2) Development of Science ··································································84
3) Classification of Science and Natural Sciences ·················································93
2.
Scientific knowledge ····················································································96
1) Meaning and Sources of Scientific Knowledge ·················································96
2) Types of scientific knowledge ·······································································101
3) Components of scientific knowledge ·································································104
4) Teaching and Learning Scientific Knowledge ·················································112
3.
Scientific inquiry ················································································119
1) Scientific Thinking and Thought Experiments ································································120
2) Scientific inquiry process and activities ··············································129
3) Implementation of Science and Engineering ·····························································164
4. STS and Scientific Ethics ·········································································173
1) Science, Technology, and Society (STS) ································································174
2) Social Science Issues (SSI) ·······················································185
3) Ethics of Science ·································································189

Chapter 3: Psychology of Science Learning 197
1.
Radical Constructivism and Teaching and Learning ··········································199
1) Background of the Rise of Radical Constructivism ···············199
2) Characteristics and Types of Radical Constructivism ······································································200
3) The Impact and Criticism of Radical Constructivism on Science Education ··············202
2.
Piaget's Theory of Intelligence Development and Teaching and Learning ················204
1) Concepts and Limitations of Intelligence Development Theory ·········································205
2) Stages of Intelligence Development ···········································································209
3) Factors affecting intelligence development ······················································213
4) Application of Intelligence Development Theory ······································································214
3.
Osubel's Meaningful Receptive Learning Theory and Teaching and Learning ··········217
1) Types of learning styles ·········································································217
2) Types of meaningful receptive learning ·································································218
3) Conditions for Meaningful Learning ························································219
4) Types of fairy tales and propositional learning ·············································221
5) Application of Meaningful Learning Theory ································································223
4.
Vygotsky's Socio-Cultural Theory and Teaching and Learning ·····················229
1) The Emergence and Characteristics of Socio-Cultural Theory ···············229
2) Zone of proximal development ················································································231
3) Sociocultural Theory and Science Education ·············································231
5.
Bruner's Teaching Theory and Teaching and Learning ·················································233
1) Willingness to learn ···················································································233
2) Structure of Knowledge ·················································································234
3) Series ·························································································236
4) Characteristics of Teaching Theory and Application to Science Education ·················································237
6.
Alternative Conceptual Framework Theory and Teaching and Learning ·······································239
1) The emergence of alternative conceptual framework theories ················································240
2) Origins and Analysis Methods of Alternative Conceptual Frameworks ·················································242
3) Important alternative concepts by field ·············································244

Chapter 4 Science Curriculum ··························································257
1.
The Meaning and Purpose of Science Education ··················································259
1) The meaning of science education ·······························································259
2) The necessity and justification of science education ·····················260
3) Characteristics and Statement of the Ideology, Purpose, and Objectives of Science Education ·····················263
2.
The Meaning and Characteristics of Science Curriculum ········································································279
1) The Meaning of Science Curriculum ··································································279
2) Types of Science Curriculum ··································································282
3) Operational Format of Science Curriculum ·····························································285
3.
Science Education Philosophy and Science Curriculum ··········································289
1) Science Education Thought ················································································290
2) Changes in the Science Curriculum ·······································································295
3) 2022 Revised Science and Education Curriculum ············································299
4.
Development of Science Curriculum ··································································309
1) Curriculum Design Methods ·······································································310
2) Curriculum Development Model ········································································311
3) Selection and organization of science curriculum content ······················································315

Chapter 5 Science Teaching and Learning Models ........................................................... 327
1.
Circular learning model ···············································································329
1) Characteristics and theoretical background of the circular learning model ·················329
2) Procedures and methods of the circular learning model ··········································335
3) Application and examples of the circular learning model ··········································339
2.
Conceptual Change Science Teaching and Learning Model ·······································345
1) Theoretical background and characteristics of the conceptual change model ·················345
2) Alternative conceptual framework exchange model of drivers ··················356
3.
Generative learning model ···············································································360
1) Characteristics of the generative learning model ·································································360
2) Procedures and methods of generative learning models ·······················································································361
3) Application of the generative learning model ·································································363
4. POE Model ··················································································365
1) Characteristics of the POE model ··························································365
2) Methods and procedures of the POE model ································································365
3) Application of the POE model ··········································································367
5.
Discovery Learning Model ············································································370
1) Characteristics and theoretical background of the discovery learning model ··················370
2) Procedures and Methods of the Discovery Learning Model ··········································371
3) Application of the Discovery Learning Model ·································································373

Chapter 6 Science Teaching and Learning Strategies ·······························································377
1.
Lecture ·························································································379
1) Characteristics and limitations of the lecture ·······································································379
2) Lecture Format ··································································380
3) Course Process and Strategy ·······································································381
2.
Question ···············································································382
1) Function and necessity of questions ·································································383
2) Types of questions ·················································································384
3) Question Teaching and Learning ······························································386
3.
Discussion ·······················································································387
1) The meaning and function of discussion ·······································································388
2) Types of discussion teaching and learning ·································································389
3) Purpose and Procedure of Discussion Teaching and Learning ······················································390
4.
Metaphor ··························································································391
1) The meaning and necessity of metaphors ·································································391
2) Analogical Teaching and Learning Model ·································································392
3) Example of Teaching and Learning Through Analogy ·································································393
5.
Concept map ·························································································396
1) Meaning and characteristics of concept maps ·································································397
2) Creation and Evaluation of Concept Maps ·································································398
6.
Epistemological V ················································································401
1) Meaning and characteristics of V-shaped diagram ···················································································401
2) Write V ······················································································402
3) V-degree evaluation ···················································································404
7.
Cooperative Learning ····················································································406
1) Meaning and Function of Cooperative Learning ·················································407
2) Theoretical Background of Cooperative Learning ·················································408
3) Types and methods of cooperative learning ·················································408
8.
Demonstration Experiment ···················································································414
1) The meaning and necessity of pilot experiments ·································414
2) Functions and characteristics of the pilot experiment ·················································416

3) Method of pilot experiment ·······························································417
9.
Laboratory Experiments ··································································418
1) The meaning and characteristics of laboratory experiments ·············································419
2) Purpose and role of laboratory experiments ·············································419
3) Laboratory Experimental Techniques ·····························································421
4) Types of laboratory experiments ········································································421
10.
Field training ·······································································424
1) Purpose and necessity of field training ···························································424
2) Field training plan and location ·················································425
3) Safety during field training ············································································427
11.
Role Play ··················································································428
1) The value and purpose of role-playing ·················································428
2) Role-playing formats and strategies ································································429
3) Teaching and learning stages and topics of role-playing ················································430
12.
Individualized Teaching and Learning ····································································431
1) Individual Differences and Individualized Teaching and Learning ···········································431
2) Gifted Education ·······································································432
3) Gender Differences and Science Education ····························································434
13.
Digital-Based Science Teaching and Learning Strategies ·································435
1) The Digital Transformation Era and Changes in Science Teaching and Learning ···········435
2) Science Teaching and Learning Using Artificial Intelligence ·································441
3) Metaverse-based Science Teaching and Learning ·································································446
4) Strategy for Utilizing Cloud-Based Digital Collaboration Tools ············452
5) Science Teaching and Learning Using Simulations ·······································455

Chapter 7: Planning and Evaluation of Science Teaching and Learning ·················································465
1.
Science Teaching and Learning Plan ····················································467
1) Science Curriculum Plan ··········································································467
2) Science Unit Plan ··········································································470
3) Science Teaching and Learning Curriculum ·················································475
2.
Science Education Evaluation ···············································································484
1) The Relationship Between Science Education Evaluation and Teaching, Learning, and Classes ·······················485
2) Science Education Evaluation Framework and Areas ································································486
3) Science Education Evaluation Methods ························································496

Chapter 8 Science Teacher Education ························································································521
1.
Science Teacher Expertise ·······································································523
1) The role, qualifications, and meaning of awards for science teachers.................................................................................................... 523
2) Professional Development of Science Teachers ··················································525
2.
Science Teacher Training, Qualification, and New Recruitment ········································528
1) Training of science teachers ································································529
2) Qualifications of a science teacher ································································529
3) New recruitment of science teachers ·······································································532

References ·························································································533
Search ···············································································558