Kalman and Aulls (2003) note that the students do not conceive of the subject in terms of a coherent theoretical framework. The student’s paradigm in the Kuhnian sense (Kuhn, 1970, 1992), is that the subject consists of solving problems using a tool kit of assorted practices.
The historical approach embodied in the course design can be used to affect a change in the mindset of the students. Students change from a view that science is a matter of solving problems using an independent set of tools, classified according to problem type, to a view that a science subject consists of a web of interconnected concepts.
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(2008). Changing Student's Epistemologies. In: Successful Science and Engineering Teaching. Innovation and Change in Professional Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6910-9_8
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DOI: https://doi.org/10.1007/978-1-4020-6910-9_8
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