Search results for 'science education' (try it on Scholar)

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  1. Massimo Pigliucci & Maarten Boudry (2011). Why Machine-Information Metaphors Are Bad for Science and Science Education. Science and Education 20 (453):471.
    Genes are often described by biologists using metaphors derived from computa- tional science: they are thought of as carriers of information, as being the equivalent of ‘‘blueprints’’ for the construction of organisms. Likewise, cells are often characterized as ‘‘factories’’ and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Impor- (...)
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  2.  51
    Seungbae Park (2016). Scientific Realism Versus Antirealism in Science Education. Coactivity: Philosophy, Communication 24 (1):72-81.
    Scientific realists believe both what a scientific theory says about observables and unobservables. In contrast, scientific antirealists believe what a scientific theory says about observables, but not about unobservables. I argue that scientific realism is a more useful doctrine than scientific antirealism in science classrooms. If science teachers are antirealists, they are caught in Moore’s paradox when they help their students grasp the content of a scientific theory, and when they explain a phenomenon in terms of a scientific (...)
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  3.  18
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened (...)
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  4.  9
    Peter Slezak (2014). Appraising Constructivism in Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1023-1055.
    Two varieties of constructivism are distinguished. In part 1, the psychological or “radical” constructivism of von Glasersfeld is discussed. Despite its dominant influence in science education, radical constructivism has been controversial, with challenges to its principles and practices. In part 2, social constructivism is discussed in the sociology of scientific knowledge. Social constructivism has not been primarily concerned with education but has the most direct consequences in view of its challenge to the most fundamental, traditional assumptions in (...)
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  5.  3
    Roberto de Andrade Martins, Cibelle Celestino Silva & Maria Elice Brzezinski Prestes (2014). History and Philosophy of Science in Science Education, in Brazil. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2271-2299.
    This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently (...)
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  6.  5
    Sundar Sarukkai (2014). Indian Experiences with Science: Considerations for History, Philosophy, and Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1691-1719.
    This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins of (...)
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  7.  3
    Tim Sprod (2014). Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1531-1564.
    If Lipman’s claim that philosophy is the discipline whose central concern is thinking is true, then any attempt to improve students’ scientific critical thinking ought to have a philosophical edge. This chapter explores that position. -/- The first section addresses the extent to which critical thinking is general – applicable to all disciplines – or contextually bound, explores some competing accounts of what critical thinking actually is and considers the extent to which scientific thinking builds on, or is quite different (...)
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  8.  9
    Noel Gough (2006). Shaking the Tree, Making a Rhizome: Towards a Nomadic Geophilosophy of Science Education. Educational Philosophy and Theory 38 (5):625–645.
    This essay enacts a philosophy of science education inspired by Gilles Deleuze and Félix Guattari's figurations of rhizomatic and nomadic thought. It imagines rhizomes shaking the tree of modern Western science and science education by destabilising arborescent conceptions of knowledge as hierarchically articulated branches of a central stem or trunk rooted in firm foundations, and explores how becoming nomadic might liberate science educators from the sedentary judgmental positions that serve as the nodal points of (...)
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  9.  20
    Krishnasamy T. Selvan (2004). An Approach for Harmonizing Engineering and Science Education with Humaneness. Science and Engineering Ethics 10 (3):573-577.
    The world is facing an apparently increasing dose of violence. Obviously, there cannot be a simple solution to this complex problem. But at the same time it may be appreciated that, in the interests of humanity, a solution must be pursued in every possible way by everyone. This article is concerned with what one could possibly do at the academic level. Since lack of openness of thought appears to be a fundamental contributor to this unfortunate problem, attempting to cultivate this (...)
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  10.  14
    Michalinos Zembylas (2006). Science Education as Emancipatory: The Case of Roy Bhaskar's Philosophy of Meta-Reality. Educational Philosophy and Theory 38 (5):665–676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of (...)
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  11.  16
    David W. Blades (2006). Levinas and an Ethics for Science Education. Educational Philosophy and Theory 38 (5):647–664.
    Despite claims that STS science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non‐human world suggests an ethics for science education (...)
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  12.  11
    Lyn Carter (2006). Postcolonial Interventions Within Science Education: Using Postcolonial Ideas to Reconsider Cultural Diversity Scholarship. Educational Philosophy and Theory 38 (5):677–691.
    In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders (...)
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  13.  58
    Robert Shaw (2013). The Implications for Science Education of Heidegger's Philosophy of Science. Educational Philosophy and Theory 45 (5):546-570.
    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal (...)
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  14.  27
    Roland M. Schulz (2007). Lyotard, Postmodernism and Science Education: A Rejoinder to Zembylas. Educational Philosophy and Theory 39 (6):633–656.
    Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve (...)
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  15.  9
    Michalinos Zembylas (2008). The Unbearable Lightness of Representing 'Reality' in Science Education: A Response to Schulz. Educational Philosophy and Theory 40 (4):494-514.
    This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate (i.e. what is lost) from a non-charitable, modernist reading of Lyotardian postmodernism (despite its weaknesses), and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
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  16.  43
    Gilbert Burgh & Kim Nichols (2013). The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education. Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...)
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  17.  4
    Mike U. Smith & Harvey Siegel (2004). Knowing, Believing, and Understanding: What Goals for Science Education? Science and Education 13 (6):553-582.
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  18.  25
    Ingo Brigandt (2016). Why the Difference Between Explanation and Argument Matters to Science Education. Science and Education 25:251-275.
    Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation (...)
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  19.  8
    Jim Mackenzie, Ron Good & James Robert Brown (2014). Postmodernism and Science Education: An Appraisal. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1057-1086.
    Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, (...)
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  20.  3
    Michael J. Reiss (2014). What Significance Does Christianity Have for Science Education? In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1637-1662.
    In a number of countries, issues to do with religion seem increasingly to be of importance in school science lessons and some other science educational settings, such as museums. This chapter begins by discussing the nature of religion and the nature of science and then looks at understandings of possible relationships between science and Christianity with particular reference to such issues as determinism, evolution and the uses to which advances in scientific knowledge may be put. It (...)
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  21. Catherine Kendig (2013). Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam's Historia Insectorum Generalis and the Case of the Water Flea. Science and Education 22 (8):1939-1961.
    Hasok Chang (Science & Education 20:317–341, 2011) shows how the recovery of past experimental knowledge, the physical replication of historical experiments, and the extension of recovered knowledge can increase scientific understanding. These activities can also play an important role in both science and history and philosophy of science education. In this paper I describe the implementation of an integrated learning project that I initiated, organized, and structured to complement a course in history and philosophy of (...)
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  22.  12
    Adele L. Schmidt (2010). The Battle for Creativity: Frontiers in Science and Science Education. Bioessays 32 (12):1016-1019.
  23.  7
    Yuko Murakami & Manabu Sumida (2014). History and Philosophy of Science in Japanese Education: A Historical Overview. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2217-2245.
    This article describes the historical development of HPS/NOS mainly in higher education. Because the establishment of universities in Japan in late-nineteenth century was a reaction against Western imperialism, higher education aimed to cultivate scientists and engineers with an emphasis on practical applications. This direction in higher science and engineering education continues into the present. It has conditioned elementary and secondary education via university entrance examinations, where no questions on NOS appear. Hence, HPS research and (...) has developed in Japanese higher education with little connection to elementary and secondary education. Instead, NOS is communicated in literature, movies, and other media. Scientific and technological communication occurs mainly outside the school curriculum in venues like museums. (shrink)
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  24.  6
    Michael R. Matthews (2014). Science, Worldviews and Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 1585-1635.
    Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and (...)
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  25.  31
    Georgina Stewart (2011). Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education. Educational Philosophy and Theory 43 (7):724-741.
    This second research paper on science education in Māori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science (...). Recent NCEA results suggest Pūtaiao (Māori-medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori-medium students is the goal? A pathway towards further research and development in this area is suggested. (shrink)
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  26.  1
    Alphonse Buccino (1985). Responding to the Condition of Science Education. Appraisal 18 (1):3-15.
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  27. N. Hulin (2001). [Science education in the 19th century and the links to other disciplines]. Revue d'Histoire des Sciences 55 (1):101-120.
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  28.  99
    Marc Lampe (2012). Science, Human Nature, and a New Paradigm for Ethics Education. Science and Engineering Ethics 18 (3):543-549.
    For centuries, religion and philosophy have been the primary basis for efforts to guide humans to be more ethical. However, training in ethics and religion and imparting positive values and morality tests such as those emanating from the categorical imperative and the Golden Rule have not been enough to protect humankind from its bad behaviors. To improve ethics education educators must better understand aspects of human nature such as those that lead to “self-deception” and “personal bias.” Through rationalizations, faulty (...)
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  29.  2
    Dimitri Jordan Ginev (2008). Hermeneutics of Science and Multi-Gendered Science Education. Science and Education 17 (10):1139-1156.
    In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between the (...)
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  30.  8
    Hanne Andersen (2000). Learning by Ostension: Thomas Kuhn on Science Education. Science and Education 9 (1-2):91-106.
    Significant claims about science education form an integral part of Thomas Kuhn's philosophy. Since the late 1950s, when Kuhn started wrestling with the ideas of ‘normal research’ and ‘convergent thought’, the nature of science education has played an important role in his argument. Hence, the nature of science education is an essential aspect of the phase-model of scientific development developed in his famous The Structure of Scientific Revolutions, just as his later work on categories (...)
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  31.  10
    Fabio Bevilacqua & Enrico Giannetto (1995). Hermeneutics and Science Education: The Role of History of Science. [REVIEW] Science and Education 4 (2):115-126.
    Eger's contribution towards a reapprochment of Hermeneutics, Science and Science Education is very welcome. His focus on the problem of misconceptions is relevant. All the same in our opinion some not minor points need a clarification. We will try to argue that: a) Hermeneutics cannot be reduced to a semantical interpretation of science texts; its phenomenological aspects have to be taken in account. b) Science has an unavoidable historical dimension; original papers and advanced textbooks are (...)
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  32.  4
    B. Berkel & F. Janssen (2015). Making Philosophy of Science Education Practical for Science Teachers. Science and Education 24 (3):229-258.
    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education which is composed of bounded rationalism as a guideline for (...)
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  33.  1
    Yannis Hadzigeorgiou (2015). A Critique of Science Education as Sociopolitical Action From the Perspective of Liberal Education. Science and Education 24 (3):259-280.
    This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea (...)
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  34. Harvey Siegel (2002). Multiculturalism, Universalism, and Science Education: In Search of Common Ground. Science Education 86 (6):803-820.
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  35.  8
    Hyemin Han & Changwoo Jeong (2013). Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program. Science and Engineering Ethics (1):1-24.
    This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social (...)
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  36.  3
    Christoph Baumberger, Deborah Mühlebach & Gertrude Hirsch Hadorn (2015). Enhancing Argumentative Skills in Environmental Science Education. GAIA 24 (3):206-208.
    Dealing with complex problems often requires argumentative skills that go beyond the natural abilities even of gifted students and lecturers. We sketch how to reconstruct and evaluate arguments and outline how the fostering of argumentative skills is integrated into the curriculum in Environmental Sciences at the Department of Environmental Systems Sciences of ETH Zurich.
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  37. Alberto Villani (1992). Conceptual Change in Science and Science Education. Science Education 76 (2):223-237.
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  38.  51
    Bonnie Spanier (2000). Transforming Science Curricula in Higher Education: Feminist Contributions. Science and Engineering Ethics 6 (4):467-480.
    Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about (...)
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  39.  39
    Susan E. F. Chipman (2010). Applications in Education and Training: A Force Behind the Development of Cognitive Science. Topics in Cognitive Science 2 (3):386-397.
    This paper reviews 30 years of progress in U.S. cognitive science research related to education and training, as seen from the perspective of a research manager who was personally involved in many of these developments.
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  40.  13
    Stefano Oliverio (2014). The New Alliance Between Science and Education: Otto Neurath's Modernity Beyond Descartes' 'Adamitic' Science. Studies in Philosophy and Education 33 (1):41-59.
    Starting from a suggestion of Stephen Toulmin and through an interpretation of the criticism to which Neurath, one of the founders of the Vienna Circle, submits Descartes’ views on science, the paper attempts to outline a pattern of modernity opposed to the Cartesian one, that has been obtaining over the last four centuries. In particular, it is argued that a new alliance has to be established between science and education, overcoming Descartes’ banishment against education. In a (...)
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  41.  37
    Fabrizio Macagno & Aikaterini Konstantinidou (2013). What Students' Arguments Can Tell Us: Using Argumentation Schemes in Science Education. [REVIEW] Argumentation 27 (3):225-243.
    The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises (...)
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  42. James A. Stieb (2007). On “Bettering Humanity” in Science and Engineering Education. Science and Engineering Ethics 13 (2):265-273.
    Authors such as Krishnasamy Selvan argue that “all human endeavors including engineering and science” have a single primary objective: “bettering humanity.” They favor discussing “the history of science and measurement uncertainty.” This paper respectfully disagrees and argues that “human endeavors including engineering and science” should not pursue “bettering humanity” as their primary objective. Instead these efforts should first pursue individual betterment. One cannot better humanity without knowing what that means. However, there is no one unified theory of (...)
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  43.  11
    Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that (...)
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  44.  10
    Michael Martin (1972). Concepts of Science Education. Glenview, Ill.,Scott, Foresman.
    INTRODUCTION What relevance — if any — does philosophy of science have for science education? Unfortunately, this question has been largely unexplored. ...
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  45.  4
    Samia Nour (2011). National, Regional and Global Perspectives of Higher Education and Science Policies in the Arab Region. Minerva 49 (4):387-423.
    In this paper we discuss the interaction between science policies (and particularly in the area of scientific research) and higher education policies in Gulf and Mediterranean Arab countries. Our analysis reveals a discrepancy between the two sub-regions with respect to integration in the global market, cooperation in scientific research and international mobility of students. The paper discusses the implications of the analysis of reform policies and higher education restructuring.
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  46. Roger S. Taylor & Michel Ferrari (eds.) (2010). Epistemology and Science Education: Understanding the Evolution Vs. Intelligent Design Controversy. Routledge.
    How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a (...) alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future. (shrink)
     
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  47.  20
    Steve Fuller (1994). Retrieving the Point of the Realism-Instrumentalism Debate: Mach Vs. Planck on Science Education Policy. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1994:200 - 208.
    I aim to recover some of the original cultural significance that was attached to the realism-instrumentalism debate (RID) when it was hotly contested by professional scientists in the decades before World War I. Focusing on the highly visible Mach-Planck exchange of 1908-13, I show that arguments about the nature of scientific progress were used to justify alternative visions of science education. Among the many issues revealed in the exchange are realist worries that instrumentalism would subserve science entirely (...)
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  48.  21
    Michael Martin (1986). Science Education and Moral Education. Journal of Moral Education 15 (2):99-108.
    Abstract Science education and moral education are mutually relevant. An education in science provides the factual information necessary to apply and revise ethical principles. In addition, science education aims to achieve certain propensities, e.g. impartiality, that are identical to some of the goals of moral education. Moral education, in turn, gives potential scientists the necessary principles and propensities to make certain decisions in the context of discovery, in the acceptance of hypotheses (...)
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  49.  3
    Douglas L. Medin & Megan Bang (2014). Who's Asking?: Native Science, Western Science, and Science Education. The MIT Press.
    Analysis and case studies show that including different orientations toward the natural world makes for more effective scientific practice and science education.
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  50.  7
    Mark D. Tschaepe (2012). The Student as Philosopher-Scientist: Dewey's Conception of Scientific Explanation In Science Education. Education and Culture 28 (2):70-80.
    There is no question that the work of John Dewey has been invaluable with regard to theories of education. What has too often been neglected, however, is Dewey's work on the philosophy of science as it pertains specifically to science education.1 Although educators might well concede that children should be encouraged to be "philosophical" within the arts or humanities, most neglect or fail to heed Dewey's insights concerning the child as philosopher-scientist within the science classroom. (...)
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