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A Conception of TeachingThe Evolution of a Paradigm for the Study of Teaching

A Conception of Teaching: The Evolution of a Paradigm for the Study of Teaching Chapter 3 The Evolution of a Paradigm for the Study of Teaching A paradigm provides a powerful tool for describing a way of viewing a phenomenon, a research program, a set of concepts and variables among which relationships will be sought. A “scientific revolution,” in Kuhn’s view (1962), occurs when a field of investigation manifests crises, insolvable problems, or anomalies, from which sci- entists can extricate themselves only by a “paradigm shift” – the adoption of a fruitful new paradigm. As instances of such “paradigm shifts” in the natural sci- ences, one could name the revolutions in the physical sciences brought about by Newton, Kepler, Lavoisier, Curie, and Einstein. In biology, it was Darwin, Mendel, and Pasteur who led revolutions. Robert Merton (1955) made one of the earliest uses of the term paradigm, in his Paradigm for the Study of the Sociology of Knowledge. But it was only after the appearance of Thomas Kuhn’s famous monograph, The Structure of Scientific Revolutions (1962), that the concept become widely kno wn and valuable in the his- tory and philosophy of science. Since then, the term “paradigm” has been widely used, even in everyday discourse, as a term that stands for “model,” http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Conception of TeachingThe Evolution of a Paradigm for the Study of Teaching

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Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-09445-8
Pages
41 –60
DOI
10.1007/978-0-387-09446-5_3
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 3 The Evolution of a Paradigm for the Study of Teaching A paradigm provides a powerful tool for describing a way of viewing a phenomenon, a research program, a set of concepts and variables among which relationships will be sought. A “scientific revolution,” in Kuhn’s view (1962), occurs when a field of investigation manifests crises, insolvable problems, or anomalies, from which sci- entists can extricate themselves only by a “paradigm shift” – the adoption of a fruitful new paradigm. As instances of such “paradigm shifts” in the natural sci- ences, one could name the revolutions in the physical sciences brought about by Newton, Kepler, Lavoisier, Curie, and Einstein. In biology, it was Darwin, Mendel, and Pasteur who led revolutions. Robert Merton (1955) made one of the earliest uses of the term paradigm, in his Paradigm for the Study of the Sociology of Knowledge. But it was only after the appearance of Thomas Kuhn’s famous monograph, The Structure of Scientific Revolutions (1962), that the concept become widely kno wn and valuable in the his- tory and philosophy of science. Since then, the term “paradigm” has been widely used, even in everyday discourse, as a term that stands for “model,”

Published: Oct 28, 2008

Keywords: Student Achievement; Pedagogical Content Knowledge; Context Variable; Teacher Education Program; Thought Process

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