OAI Archive: espace@Curtin

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100 entries most recently downloaded from the archive "espace@Curtin"

This set has the following status: partial.
  1. Alan Tapper, Philosophical Perspectives on Evolutionary Theory: A Sketch of the History.
    Discussion of Darwinian evolutionary theory by philosophers has gone through a number of historical phases, from indifference (in the first hundred years), to criticism (in the 1960s and 70s), to enthusiasm and expansionism (since about 1980). This paper documents these phases and speculates about what, philosophically speaking, underlies them. It concludes with some comments on the present state of the evolutionary debate, where rapid and important changes within evolutionary theory may be passing by unnoticed by philosophers.
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  2. Stuart J. Quarmby, The Leadership of Principals and Science Heads in Schools with a Christian Philosophy: Expectations and Realities.
    Prospective Science Heads and prospective Heads of School all have expectations for the nature of the role that they apply for. This research provides prospective Heads of School and prospective Science Heads in schools based on a Christian philosophy with a pool of information on how the realities in these leadership positions differ from the expectations held by other prospective applicants, the expectations of governance (the employers) and the past expectations of incumbents.
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  3. Catherine E. Milne, The Pedagogical Implications of Teacher Personal Philosophies of Science in the School Science Classroom : An Interpretive Study.
    This thesis addresses the problematic relationship between teacher personal philosophies of science and teacher pedagogy. The research literature on philosophy of science and its impact on science education identifies the persistence and pervasiveness of traditional philosophies of science, such as inductive-empiricism and positivism, that misrepresent the practice of science. Although researchers have expressed concern about the influence of teacher beliefs in inductive-empiricism and positivism on teacher practice in the science classroom, the results of research in this field are inconclusive.This thesis (...)
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