This thesis highlights a problem-posing approach to science education. By this is meant an approach that explicitly aims at providing students with content-related motives for extending their existing\ud conceptual resources, experiential base and belief system in a certain direction, such that a further\ud development in that direction eventually leads to a proper understanding of science. An elaboration of\ud that approach consists in designing, testing, improving, etc, concrete didactical structures. The eventual\ud aim of the approach is a coherent, and by means of developmental research empirically supported,\ud didactical structure that covers the whole of science education.\ud The thesis also contains a few steps in the direction suggested by this programmatic view. It contains\ud an illustration of the heuristic value of an articulation of a didactical structure in some main\ud substructures, based on the work of van Hiele and ten Voorde. It further contains a discussion of some\ud methodological aspects relating to the design and evaluation of a didactical structure, and of the role\ud that a further developed version of Davidson's theory of interpretation could play in this respect. A\ud detailed didactical structure of the topic of radioactivity is presented, evaluated and, on the basis of the\ud evaluation, judged as `good enough.' Also the role of the teacher in a problem-posing approach is dis-cussed,\ud and in particular the consequences for that role of giving students control over and\ud responsibility for the progress of their learning process with respect to content
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