Bøger i Classics in Science Education serien

Guided by concepts such as passion and undecidability, this book uses empirical studies and phenomenological analyses of knowing and learning science to argue that the 'constructivist metaphor' suppresses other modes of thinking about scientific learning.

As well as a biography of Brandwein, this book includes fascinating essays about his teaching at Forest Hills High School in New York from 1944 to 1954, teaching that encouraged a number of his students to become some of America's most celebrated scientists.

This well-written and thought-provoking book presents the state-of-the-art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science at first stages of childhood. The book also presents novel strategies to science teaching.