A Model of Contemporary Philosophies Used in a Science Teacher Education Program.
The article reports on a model of contemporary philosophies and psychological structures that has evolved as a result of expressions of participants in the National Science Foundation programs on earth sciences at the University of Southern Mississippi, in Hattiesburg, Mississippi. One of the basic...
| Published in: | Science Education Vol. 59; no. 2; pp. 221 - 228 |
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| Format: | Article |
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Wiley-Blackwell
Apr-Jun1975
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19191472&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19191472 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Apr-Jun1975 vid: 59 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19191472 10.1002/sce.3730590212 ppf: 221 ppct: 7 formats: tig: atl: A Model of Contemporary Philosophies Used in a Science Teacher Education Program. aug: au: Sonnier, Isadore L. affil: University of Southern Mississippi, Hattiesburg, Mississippi 39401 su: Education research Philosophy of education Earth science education Educational psychology Research methodology Universities & colleges Hattiesburg (Miss.) Mississippi sug: subj: Hattiesburg (Miss.) Mississippi Education research Philosophy of education Earth science education Educational psychology Research methodology Universities & colleges ab: The article reports on a model of contemporary philosophies and psychological structures that has evolved as a result of expressions of participants in the National Science Foundation programs on earth sciences at the University of Southern Mississippi, in Hattiesburg, Mississippi. One of the basic assumptions of the model is that individual differences are the sacred rights of different individuals. Fundamental and divergent philosophies, including the underlying psychological structures, can be presented as a "normal curve" expressing a centrally oriented peak of the population count. Four systems of individual beliefs illustrated in the model were compared to the earlier model of philosophical and psychological structures in education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1975 holdings: @attributes: islocal: N |
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