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

Thought Styles and Paradigms—a Comparative Study of Ludwik Fleck and Thomas S. Kuhn.Nicola Mößner - 2011 - Studies in History and Philosophy of Science Part A 42 (2):362–371.
From Fleck's Denkstil to Kuhn's Paradigm: Conceptual Schemes and Incommensurability.Babette E. Babich - 2003 - International Studies in the Philosophy of Science 17 (1):75 – 92.

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Ludwik Fleck.Wojciech Sady - unknown - Stanford Encyclopedia of Philosophy.

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