Abstract
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 the real depositaries of scientific research. Standard textbooks are a caricature not worth it of a hermeneutical analysis. c) A parallelism can be traced between two dicothomies: the lifeworld of hermeneutics and the scienceworld of epistemology on one side and the extraordinary and the normal science on the other. d) For an overcoming of the misconceptions' problem we propose that the previous dicothomies be bridged through a hermeneutical phenomenological approach to science education that stresses the alternative, historical interpretations of natural phenomena.
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Bevilacqua, F., Giannetto, E. Hermeneutics and Science Education: The role of history of science. Sci Educ 4, 115–126 (1995). https://doi.org/10.1007/BF00486579
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DOI: https://doi.org/10.1007/BF00486579