Now showing items 1-5 of 8

  • The contructivist paradigm and some implications for science content and pedagogy

    Carr, Malcolm; Barker, Miles; Bell, Beverley; Biddulph, Fred; Jones, Alister; Kirkwood, Valda; Pearson, John; Symington, David (Longman, 1997)
    Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching ...
  • Framework thinking, subject thinking and 'Taiwan-ness' in environmental education

    Yueh, Mei-Chun Michelle; Barker, Miles (2011)
    In the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core ...
  • Lifelong science learning

    Barker, Miles (New Zealand Association of Science Teachers, 2010)
    The author discusses the incorporation of lifelong learning in the study of science in New Zealand. He explains two preliminary thoughts related to the creation of a setting for lifelong learning in the field of science ...
  • Promoting mental model building in astronomy education

    Taylor, Ian; Barker, Miles; Jones, Alister (Taylor and Francis, 2003)
    While astronomy has recently re-emerged in many science curricula, there remain unresolved teaching and learning difficulties peculiar to astronomy education. This paper argues that mental model building, the core process ...
  • Ripping yarns: Science in Asia

    Barker, Miles (New Zealand Association of Science Teachers, 2010)
    The article explores the life and works of botanist Joseph Rock, historian Joseph Needham, and physicist J. C. Bose. Rock's expeditions and personality have become an enduring part of China's history which shows the notion ...