David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Synthese 80 (1):107 - 119 (1989)
In education there is a concern that science teachers misrepresent the nature of science to students. An assumption that is implicit in this concern is that science teachers should be teaching the philosophy of science as it is understood by philosophers. This paper argues that both philosophers and science teachers misrepresent science when they engage in their respective disciplines, and it is evident the two misrepresentations are of different types. In philosophy, the misrepresentation is of a philosophical-epistemological nature where advocates of particular views maintain that advocates of other views misinterpret the nature of science. In education, the misrepresentation is of a cognitive, teaching nature where teachers'' practical interpretations are not congruent with philosophers'' interpretations of science. The discrepancy that exists between the two misrepresentations is due to the intentions of the two disciplines, and assuming that science teachers should teach a philosophically coherent interpretation of the nature of science is an over-simplification of the problem. The concepts of espoused theories and theories-in-use are used to link the two interpretations of science and provide suggestions for future research that may help clarify misrepresentations of science in science education.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Configure|
References found in this work BETA
Paul Feyerabend (1981). Problems of Empiricism. Cambridge University Press.
Rom Harré (1985). The Philosophies of Science. Oxford University Press.
Imre Lakatos & Alan Musgrave (eds.) (1970). Criticism and the Growth of Knowledge. Cambridge University Press.
Citations of this work BETA
No citations found.
Similar books and articles
Liberato Cardellini (2008). The Views and Influence of Ernst Von Glasersfeld: An Introduction. [REVIEW] Foundations of Chemistry 10 (2):129-134.
Massimo Pigliucci (2013). When Science Studies Religion: Six Philosophy Lessons for Science Classes. Science and Education 22 (1):49-67.
John Losee (1987). Philosophy of Science and Historical Enquiry. Oxford University Press.
Ron Laura & Susen Smith, The Reenchantment of Science Education: Towards a New Vision of Engaging Rural Gifted Children in Science.
Catherine E. Milne, The Pedagogical Implications of Teacher Personal Philosophies of Science in the School Science Classroom : An Interpretive Study.
Michael R. Matthews (1989). History, Philosophy, and Science Teaching: A Brief Review. Synthese 80 (1):1 - 7.
Robert Shaw (2013). The Implications for Science Education of Heidegger's Philosophy of Science. Educational Philosophy and Theory 45 (5):546-570.
Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
Tonie L. Stolberg (2009). Student Thinking When Studying Science-and-Religion. Zygon 44 (4):847-858.
Added to index2009-01-28
Total downloads21 ( #68,721 of 1,088,810 )
Recent downloads (6 months)1 ( #69,666 of 1,088,810 )
How can I increase my downloads?