Abstract
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 and conceptual structures takes its starting point in the transmission rather than the creation of concepts and categories.
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Andersen, H. Learning by Ostension: Thomas Kuhn on Science Education. Science & Education 9, 91–106 (2000). https://doi.org/10.1023/A:1008731210789
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DOI: https://doi.org/10.1023/A:1008731210789