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If you have any questions, you are always welcome to contact us. We'll get back to you as soon as possible, withing 24 hours on weekdays.
Customer service
All questions about your order, return and delivery must be sent to our customer service team by e-mail at yourstore@yourdomain.com
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If you are interested in selling our products, need more information about our brand or wish to make a collaboration, please contact us at press@yourdomain.com
Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of predetermined truths about which there can be no dispute. As a con quence, many students do not feel any ownership of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then retaught, often using different terminology, in s ence. For example, algebra is taught in terms of x, y, z in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where p, v, t are used. The result is that students are c fused and too often alienated, leading to their failure to achieve that extraction of an education from a scheme of instruction which Jerome Bruner thought so highly desirable.
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