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Teaching the Nature of Science from a Philosophical Perspective
Science & Education ( IF 2.1 ) Pub Date : 2020-07-22 , DOI: 10.1007/s11191-020-00149-z
Yvonne Lampert

This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.

中文翻译:

从哲学的角度教授科学的本质

本文关注对科学教育、通识教育和课程研究具有理论和方法论意义的基本哲学观点。如果哲学教育为科学和后义务教育背景下的教师合作开放,则它侧重于哲学课可以提供的潜在贡献。一个中心教育目标是将基本的哲学技能与任何课程知识实践联系起来。这意味着跨越学科界限的可能性。因此,本文质疑教育的学科刚性,旨在弥合教学哲学和教学科学之间的人为鸿沟,以丰富所涉及的个别学校科目。为此,本文概述了高中哲学和科学跨学科问题的概念框架。该框架考虑了科学本质 (NOS)、科学史和科学哲学 (HPS) 以及对教学具有重要意义的批判性思维方法等方面。它旨在促进对哲学可能对提高科学素养和一般决策产生的重大积极影响的基本理解。我提出了跨学科教学的方法,它可以促进教育创新,就像跨学科在研究中所做的那样,因为人们越来越重视哲学与科学之间的合作和伙伴关系。该框架考虑了科学本质 (NOS)、科学史和科学哲学 (HPS) 以及对教学具有重要意义的批判性思维方法等方面。它旨在促进对哲学可能对提高科学素养和一般决策产生的重大积极影响的基本理解。我提出了跨学科教学的方法,它可以促进教育创新,就像跨学科在研究中所做的那样,因为人们越来越重视哲学与科学之间的合作和伙伴关系。该框架考虑了科学本质 (NOS)、科学史和科学哲学 (HPS) 以及对教学具有重要意义的批判性思维方法等方面。它旨在促进对哲学可能对提高科学素养和一般决策产生的重大积极影响的基本理解。我提出了跨学科教学的方法,它可以促进教育创新,就像跨学科在研究中所做的那样,因为人们越来越重视哲学与科学之间的合作和伙伴关系。它旨在促进对哲学可能对提高科学素养和一般决策产生的重大积极影响的基本理解。我提出了跨学科教学的方法,它可以促进教育创新,就像跨学科在研究中所做的那样,因为人们越来越重视哲学与科学之间的合作和伙伴关系。它旨在促进对哲学可能对提高科学素养和一般决策产生的重大积极影响的基本理解。我提出了跨学科教学的方法,它可以促进教育创新,就像跨学科在研究中所做的那样,因为人们越来越重视哲学与科学之间的合作和伙伴关系。
更新日期:2020-07-22
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