Douglas A. Roberts's research while affiliated with The University of Calgary and other places
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Publications (2)
Department of Curriculum and Instruction, Faculty of Education, The University of Calgary, 2500 University Drive NW, Calgary, Alberta, Canada T2N 1N4
This article develops a way to conceptualize the complementarity of quantitative and qualitative research in science education. The differing sets of metaphysical presuppositions that give rise to the two approaches are systematically examined by using Stephen Pepper's “world hypotheses”: it is argued and demonstrated that quantitative research is...
Citations
... Emotions and feelings are important in situations in which certain tensions and conflicts of interest are experienced ( Gosselin 2003;Wickman 2006). Considering that socioscientific issues are issues of conflict in society, where students are supposed to practice decision making ( Roberts 1982), students need to invoke their personal views to solve them. Although certain views are formulated in textbooks, students' unexpected displacements can appear in occurrences when they make personal contextualization and transform or re-create what can be called the scientific content of rationale communities ( Biesta 2001;Krupnick 1983). ...
... To indicate the reasons why students should learn science and what science teachers should emphasize in science, Robert (1982) introduced seven curriculum emphases, which he defined as a set of coherent messages of science education to learners. Two of the seven curriculum emphases, 'Correct Explanation' and 'Solid Foundation', are responsible why science education failed to escape from dominant science education (Van Berkel, 2005). ...
