Conclusion
We personally have found the card exchange activity to be an effective method of drawing our students into the philosophy of science, a subject they heretofore resisted. It capitalizes on the innate gregariousness of students and the diversity of opinion among students. A set induction is, however, only the beginning of a lesson. The effectiveness of what happens afterwards depends on how well one can hold the attention captured during the set induction. Obviously there is a need for many creative instructional strategies if the philosophical preparation of preservice science teachers is to be effective.
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Cobern, W.W., Loving, C.C. (1998). The Card Exchange: Introducing the Philosophy of Science. In: McComas, W.F. (eds) The Nature of Science in Science Education. Science & Technology Education Library, vol 5. Springer, Dordrecht. https://doi.org/10.1007/0-306-47215-5_4
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