The authors address themselves to the important question of how learning in science education relates to the growth of scientific knowledge. After discussing how changes in scientific concepts come about, they offer suggestions for modifying the objectives and content of science curricula and teaching approaches in science education in the light of knowledge and understanding of the history and philosophy of science.
%0 Journal Article %A Strike, Kenneth %A Posner, George %D 1982 %T Conceptual Change and Science Teaching %J Int. J. Sci. Educ. %V 4 %N 3 %P 231-240 %U http://dx.doi.org/10.1080/0140528820040302
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