Teaching science as a hermeneutic event

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dc.contributor.authorPelech, Sharon
dc.date.accessioned2017-10-31T20:37:14Z
dc.date.available2017-10-31T20:37:14Z
dc.date.issued2013
dc.descriptionOpen access journalen_US
dc.description.abstractIn this article, the author explores the need for science education to be taught as a hermeneutic event, as opposed to a book of facts to be memorized. The fragmented, passive transmission of facts does not allow students to have a clear understanding of science, its’ traditions and how science lives in the world. Reconnecting biology back into the world, and recognizing its creativity and uncertainty, will help students understand how science impacts their lives and the world. The author explores how, through hermeneutics, students can experience the living discipline of science, as opposed to learning about scienceen_US
dc.description.peer-reviewYesen_US
dc.identifier.citationPelech, S. (2013). Teaching science as a hermeneutic event. Journal of Applied Hermeneutics, 1, 1-8. PID: http://hdl.handle.net/10515/sy5cn6zf5.en_US
dc.identifier.urihttps://hdl.handle.net/10133/4964
dc.language.isoen_USen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Lethbridgeen_US
dc.subjectCurriculum studiesen_US
dc.subjectHermeneuticsen_US
dc.subjectHigh school biologyen_US
dc.subjectLearningen_US
dc.subjectPhilosophy of educationen_US
dc.subjectScience educationen_US
dc.titleTeaching science as a hermeneutic eventen_US
dc.typeArticleen_US
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