Abandoning the scientistic legacy of science education

[1]  E. Eisner.  The Educational Imagination: On the Design and Evaluation of School Programs Elliot W. Eisner New York: Macmillan, 1979. 293 pp, $15.95 , 1980 .

[2]  Thomas Nickles,et al.  Scientific discovery, logic, and rationality , 1980 .

[3]  R. Osborne,et al.  Learning in science : the implications of children's science , 1985 .

[4]  Edward L. Smith,et al.  Development and Validation of the Conceptions of Scientific Theories Test. , 1981 .

[5]  G. Hatfield.  A Historical Introduction to the Philosophy of Science, 2nd ed. , 1983 .

[6]  K. Popper,et al.  The Logic of Scientific Discovery , 1960 .

[7]  M. Herron,et al.  The Nature of Scientific Enquiry , 1971, The School Review.

[8]  Leopold E. Klopfer,et al.  The role of inquiry in science education: Analysis and recommendations , 1981 .

[9]  Norman Kaplan,et al.  The Sociology of Science: Theoretical and Empirical Investigations , 1974 .

[10]  Mekritt E. Kimball.  Understanding the nature of science: A comparison of scientists and science teachers , 1967 .

[11]  Leopold E. Klopfer,et al.  The teaching of science and the history of science , 1969 .

[12]  Nyles G. Stauss,et al.  An Analysis of Experienced Science Teachers' Understanding of the Nature of Science , 1970 .

[13]  The nature of paradigmatic shifts and the goals of science education , 1983 .

[14]  T. Nickles.  Scientific discovery, case studies , 1980 .

[15]  T. Russell.  What History of Science, How Much, and Why?. , 1981 .

[16]  R. Duschl.  Science Education and Philosophy of Science Twenty‐Five Years of Mutually Exclusive Development , 1985 .