Science & Education 24 (3):281-298 (2015)
Abstract |
This paper discusses essential elements of the philosophical works of Ludwik Fleck and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck on his own theories. Starting from a short review of the life of Ludwik Fleck, his philosophical work and its connections to Kuhn, this paper elaborates upon and illustrates how his theories can be considered for science education in order to provide learners with a better understanding of the nature of scientific endeavor and the bi-directional science-to-society links
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DOI | 10.1007/s11191-014-9723-9 |
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References found in this work BETA
The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.
Representing and Intervening: Introductory Topics in the Philosophy of Natural Science.Ian Hacking - 1983 - Cambridge University Press.
Representing and Intervening: Introductory Topics in the Philosophy of Natural Science.Davis Baird - 1988 - Noûs 22 (2):299-307.
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Citations of this work BETA
Navigating Alarming Media Messages About Nutrition and Health.Jonna Wiblom, Maria Andrée & Carl-Johan Rundgren - 2020 - Science & Education 29 (1):75-100.
Towards Eco-Reflexive Science Education.Jesper Sjöström, Ingo Eilks & Vânia G. Zuin - 2016 - Science & Education 25 (3-4):321-341.
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