- Summarize the notion of knowledge from the perspective of science educators, educational psychologists and constructivist?
- Discuss the putative conditions of knowledge taking the philosophical perspectives into account? Why are these conditions labeled as “putative”?
- Discuss why the nine continua of meaning about the terms knowledge and belief “inherently in exact”?
- What is the difference between “believe in” and “believe that”?
- In your opinion, what should the goal of science education be? According to writers Smith and Siegel (2004), what is the goal of science education? Should belief be the goal of science education?
- Do we need to make religious texts part of our curriculum? Why? Why not? How can we justify the inclusion/exclusion of such texts?
- How will you handle a situation in your science class where students mention that they do not believe in what is being taught? For example, if they do not believe in evolution or the existence of the universe?
- What is the role of authority in knowledge vs. belief?
- What are tensions in knowledge? How will teacher education engage with the ethical dilemmas facing the profession and teachers knowledge in general?
- What is homeschooling? How does it differ from deschooling? How do these concepts speak to you in relation to the education-knowledge-curriculum triangle?
- What does it take to be a teacher? How long should practicum take to make a good teacher? Is a year enough to make someone a real teacher? What does bachelor, master, and doctor means? How does the etymology of these terms speak to the development of teaching as a profession and the length of practicum?
Tensions in knowledge- group reflections
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