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A qualifying paper for the Department of Education. Abstract: In an attempt to better understand the field of science education research, the field is reduced to three major contributing disciplines: the practice of science itself as informed through the history of science, developmental psychology and epistemological considerations, and finally the practice of education. To build an archetypal ... read morecase, I look exclusively at dynamics, an early pursuit of physics; the lessons could be applied to other branches of science. In looking at scientific content, it is possible to learn more about the nature of scientific knowledge, and the representational tools that scientists use to generate new knowledge. This leads to the realization that science in itself is an epistemological tool and raises questions about human development. In development, we see the processes that individuals employ to gain new knowledge, scientific or otherwise. Development also provides mechanisms for communities to develop and utilize the same representational tools that are so valuable in creating scientific knowledge. Finally, the lessons of development must be translated into learning environments. This typically means classrooms. Here, researchers and educators have had to maintain a precarious balance between theory and practice, yet there have been several successful results suggesting with a clever approach, excellence in science education is an achievable goal.read less
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