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  1. Applying Gadamer’s Concept of Disposition to Science and Science Education.Emily J. Borda - 2007 - Science & Education 16 (9-10):1027-1041.
  • Science Teaching as Educational Interrogation of Scientific Research.Dimitri Ginev - 2013 - Educational Philosophy and Theory 45 (5):584-597.
    The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of (...)
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  • Alternative Interpretations, History, and Experiment: Reply to Cushing, Crease, Bevilacqua, and Giannetto.Martin Eger - 1995 - Science & Education 4 (2):173-188.
  • Enhancing Students’ Conceptual Understanding by Engaging Science Text with Reflective Writing as a Hermeneutical Circle.Calvin S. Kalman - 2011 - Science & Education 20 (2):159-172.
  • Energy: Learning From the Past.Fabio Bevilacqua - 2014 - Science & Education 23 (6):1231-1243.
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  • Workshop on Friction: Understanding and Addressing Students’ Difficulties in Learning Science Through a Hermeneutical Perspective.Sangwoo Ha, Gyoungho Lee & Calvin S. Kalman - 2013 - Science & Education 22 (6):1423-1441.