David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Science Education 92 (3):526-542 (2008)
We often knowingly teach false science. Such a practice conflicts with a prima facie pedagogical value placed on teaching only what’s true. I argue that only a partial dissolution of the conflict is possible: the proper aim of instruction in science is not to provide an armory of facts about what things the world contains, how they interact, and so on, but rather to contribute to an understanding of how science as a human endeavor works and what sorts of facts about the world science aims to provide. Such an aim legislates for an increased prominence of history and philosophy in even secondary science education.
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Nicholaos Jones (2013). Don't Blame the Idealizations. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 44 (1):85-100.
Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.
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