Bringing Inferentialism to Science Education

Science & Education 28 (1-2):25-43 (2019)

Abstract
In this article, I introduce Robert Brandom’s inferentialism as an alternative to common representational interpretations of constructivism in science education. By turning our attention away from the representational role of conceptual contents and toward the norms governing their use in inferences, we may interpret knowledge as a capacity to engage in a particular form of social activity, the game of giving and asking for reasons. This capacity is not readily reduced to a diagrammatic structure defining the knowledge to be acquired. By considering the application of these ideas to the concept of electrical current and the use of analogies in science education, I hope to illustrate how they may be given practical employment as the child comes to explore within the concepts derived from historical scientific endeavours and not merely meander through her individual experiences of scientific phenomena themselves. In moving away from the representational role of analogy, our focus shifts from the quality of the analogy itself toward the quality of the discourse utilising the analogy.
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DOI 10.1007/s11191-019-00027-3
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References found in this work BETA

Mind and World.Huw Price & John McDowell - 1994 - Philosophical Books 38 (3):169-181.
Philosophy and the Mirror of Nature.Richard Rorty - 1979 - Philosophical Review 90 (3):424-429.
Models and Analogies in Science.Mary B. Hesse - 1965 - British Journal for the Philosophy of Science 16 (62):161-163.
Beyond Constructivism.Jonathan F. Osborne - 1996 - Science Education 80 (1):53-82.

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