Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...) caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine-grained characterization of each type of Schema, our instructional intervention, the successes we have achieved, and the lessons we have learned. (shrink)

In "Realism and Reason" Hilary Putnam has offered an apparently strong argument that the position of metaphysical realism provides an incoherent model of the relation of a correct scientific theory to the world. However, although Putnam's attack upon the notion of the "intended" interpretation of a scientific theory is sound, it is shown here that realism may be formulated in such a way that the realist need make no appeal to any "intended" interpretation of such a theory. Consequently, it can (...) be shown that realism is immune to Putnam's criticism and that attempts at reformulating this criticism are not likely to meet with success. (shrink)

A model for the ideal state includes discussions of the nature and application of justice, the role of the philosopher in society, the goals of education, and the effects of art upon character.

G H Bantock; The Parochialism of the Present: some reflections on the history of educational theory, Journal of Philosophy of Education, Volume 13, Issue 1, 30.

It is argued that Hempel's original rejection of the prediction criterion of confirmation in [8] (on the grounds that it leads to a circular definition of confirmation) was ill-conceived, and that his own approach exhibits undesirable consequences to the degree that it deviates from this criterion. A version of the prediction criterion is formulated which, in addition to being-non circular, escapes the criticisms advanced against Hempel's satisfaction criterion, offers certain clear advantages over alternative approaches, and may serve as the basis (...) for a theory of qualitative confirmation. The definition of confirmation developed here violates two of Hempel's three criteria of adequacy, and in showing why it should do so some light is shed on various issues in the debate concerning the acceptability of these criteria. (shrink)

G. H. Bird; Discussions: Kantian Myths, Proceedings of the Aristotelian Society, Volume 96, Issue 1, 1 June 1996, Pages 245–252, https://doi.org/10.1093/aristot.