Intersemiotic translation (IT) was defined by Roman Jakobson (The Translation Studies Reader, Routledge, London, p. 114, 2000) as “transmutation of signs”—“an interpretation of verbal signs by means of signs of nonverbal sign systems.” Despite its theoretical relevance, and in spite of the frequency in which it is practiced, the phenomenon remains virtually unexplored in terms of conceptual modeling, especially from a semiotic perspective. Our approach is based on two premises: (i) IT is fundamentally a semiotic operation process (semiosis) and (ii) (...) IT is a deeply iconic-dependent process. We exemplify our approach by means of literature to dance IT and we explore some implications for the development of a general model of IT. (shrink)

In this paper, I offer a detailed reconstruction and a critical analysis of Abraham Maslow’s neglected psychological reading of Thomas Kuhn’s famous dichotomy between ‘normal’ and ‘revolutionary’ science, which Maslow briefly expounded four years after the first edition of Kuhn’s The Structure of Scientific Revolutions, in his small book The Psychology of Science: A Reconnaissance, and which relies heavily on his extensive earlier general writing in the motivational and personality psychology. Maslow’s Kuhnian ideas, put forward as part of a larger (...) program for the psychology of science, outlined already in his 1954 magnum opus Motivation and Personality, are analyzed not only in the context of Kuhn’s original ‘psychologizing’ attitude toward understanding the nature and development of science, but also in a broader historical, intellectual and social context. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Science education researchers have long advocated the central role of the nature of science for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological issues associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. One particularly promising method for teaching NOS involves an explicit (...) and reflective approach using the history of science. The purpose of this study was to determine the influence of a historically based genetics unit on undergraduates’ understanding of NOS. The three-class unit developed for this study introduces students to Mendelian genetics using the story of Gregor Mendel’s work. NOS learning objectives were emphasized through discussion questions and investigations. The unit was administered to undergraduates in an introductory biology course for pre-service elementary teachers. The influence of the unit was determined by students’ responses to the SUSSI instrument, which was administered pre- and post-intervention. In addition, semi-structured interviews were conducted that focused on changes in students’ responses from pre- to post-test. Data collected indicated that students showed improved NOS understanding related to observations, inferences, and the influence of culture on science. (shrink)

Social scientists have offered a number of explanations for why Americans commonly deny that human-caused climate change is real. In this paper, I argue that these explanations neglect an important group of climate change deniers: those who say they are on the side of science while also rejecting what they know most climate scientists accept. I then develop a “nature of science” hypothesis that does account for this group of deniers. According to this hypothesis, people have serious misconceptions about what (...) scientific inquiry ought to look like. Their misconceptions interact with partisan biases to produce denial of human-caused climate change. After I develop this hypothesis, I propose ways of confirming that it is true. Then I consider its implications for efforts to combat climate change denial and for other cases of public rejection of science. (shrink)

Nature of science has for a long time been regarded as a key component in science teaching. Much research has focused on students’ and teachers’ views of NOS, while less attention has been paid to teachers’ perspectives on NOS teaching. This article focuses on in-service science teachers’ ways of talking about NOS and NOS teaching, e.g. what they talk about as possible and valuable to address in the science classroom, in Swedish compulsory school. These teachers are, according to the national (...) curriculum, expected to teach NOS, but have no specific NOS training. The analytical framework described in this article consists of five themes that include multiple perspectives on NOS. The results show that teachers have less to say when they talk about NOS teaching than when they talk about NOS in general. This difference is most obvious for issues related to different sociocultural aspects of science. Difficulties in—and advantages of—NOS teaching, as put forth by the teachers, are discussed in relation to traditional science teaching, and in relation to teachers’ perspectives on for which students science teaching will be perceived as meaningful and comprehensible. The results add to understanding teachers’ reasoning when confronted with the idea that NOS should be part of science teaching. This in turn provides useful information that can support the development of NOS courses for teachers. (shrink)

Teaching about Nature of Science (hereafter NOS) has been considered an important element of science education for the past 20 years, at least at the academic level—what teachers actually teach in classrooms is, unfortunately, another story. Generally speaking, science educators have come to a consensus that the history and philosophy of science (hereafter HPS) can provide useful insights, under certain conditions, for this purpose. This does not mean that any HPS teaching necessarily contributes to understanding NOS. However, an appropriate selection (...) of topics, under the necessary re-contextualization, can provide very useful pedagogical tools to teach NOS.Douglas Allchin has been one of the leading figures in this field, having written insightful articles about both how to teach (e.g. Allchin 2000a) and how not to teach (e.g. Allchin 2000b) science content and NOS under an HPS perspective. He has also consistently and repeatedly argued for the proper use of HPS scholarship in teachin .. (shrink)

Textbook descriptions of the foundations of Genetics give the impression that besides Mendel’s no other research on heredity took place during the nineteenth century. However, the publication of the Origin of Species in 1859, and the criticism that it received, placed the study of heredity at the centre of biological thought. Consequently, Herbert Spencer, Charles Darwin himself, Francis Galton, William Keith Brooks, Carl von Nägeli, August Weismann, and Hugo de Vries attempted to develop theories of heredity under an evolutionary perspective, (...) and they were all influenced by each other in various ways. Nonetheless, only Nägeli became aware of Mendel’s experimental work; it has also been questioned whether Mendel even had the intention to develop a theory of heredity. In this article, a short presentation of these theories is made, based on the original writings. The major aim of this article is to suggest that Mendel was definitely not the only one studying heredity before 1900, if he even did this, as may be inferred by textbooks. Although his work had a major impact after 1900, it had no impact during the latter half of the nineteenth century when an active community of students of heredity emerged. Thus, textbooks should not only present the work of Mendel, but also provide a wider view of the actual history and a depiction of science as a social process. (shrink)

The state of geoscience education, in terms of numbers of teachers, students taught, and perceived importance, has been lagging behind the other science disciplines for decades. Part of the reason for this is that geology is seen as a “derivative” science as compared to its “experimental” counterparts (for instance, physics and chemistry). However, with current global issues facing the populations of the world (climate change, scarcity of clean water, increasing fossil fuel usage), being geoscience literate is a must. We will (...) show that, in fact, the geological sciences have their own philosophical structure, being both historical and hermeneutic, and it is the structure that makes the teaching of the geosciences for addressing such global issues advantageous. In addition, we will explore the use of historical controversies as a pedagogical tool for geoscience instruction. The history of geology is rife with controversy and the use of such a strategy has been shown to be effective for developing students’ interest in the content, sharpening critical thinking skills, as well as emphasizing the nature of science. This chapter consolidates the knowledge base by describing the structure of the geosciences in terms of its philosophical, theoretical, and cognitive frameworks. It highlights four geoscience controversies in terms of these frameworks, all the while reviewing the literature for the use of HPS in geoscience teaching. Finally it contains recommendations for possible future directions for geoscience education research within this context. (shrink)

The concept of dominance poses several dilemmas. First, while entrenched in genetics education, the metaphor of dominance promotes several misconceptions and misleading cultural perspectives. Second, the metaphors of power, prevalence and competition extend into science, shaping assumptions and default concepts. Third, because genetic causality is complex, the simplified concepts of dominance found in practice are highly contingent or inconsistent. The conceptual problems are illustrated in the history of studies on the evolution of dominance. Conceptual clarity may be fostered, I claim, (...) by viewing diploid organisms as diphenic and by framing genetic causality modestly through individual alleles and their corresponding haplophenotypes. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. 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The inclusion of the history and philosophy of science in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers’ decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation project. Within focused interviews these (...) teachers describe and evaluate the challenges of planning and conducting HPS-based physics lessons using collaboratively developed HPS teaching materials. The teachers highlight a number of obstacles to the implementation of HPS specific to this approach: finding and adapting HPS teaching material, knowing and using instructional design principles for HPS lessons, presenting history in a motivating way, dealing with students’ problematic ideas about the history of science, conducting open-ended historical classroom investigations in the light of known historical outcomes, using historical investigations to teach modern science concepts, designing assessments to target HPS-specific learning outcomes, and justifying the HPS-approach against curriculum and colleagues. Teachers' perceived demands point out critical aspects of pedagogical content knowledge necessary for confident, comfortable and effective teaching of HPS-based science. They also indicate how HPS teacher education and the design of curricular materials can be improved to make implementing HPS into everyday teaching less demanding. (shrink)

This article presents a qualitative study, descriptive-interpretive in profile, of the effectiveness in learning about the nature of science of an activity relating to the historical controversy between Pasteur and Liebig on fermentation. The activity was implemented during a course for pre-service secondary science teachers specializing in physics and chemistry. The approach was explicit and reflective. Three research questions were posed: What conceptions of NOS do the PSSTs show after a first reflective reading of the historical controversy?, What role is (...) played by the PSSTs’ whole class critical discussion of their first reflections on the aspects of NOS dealt with in the controversy?, and What changes are there in the PSSTs’ conceptions of NOS after concluding the activity? The data for analysis was extracted from the PSSTs’ group reports submitted at the end of the activity and the audio-recorded information from the whole class discussion. A rubric was prepared to assess this data by a process of inter-rater analysis. The results showed overall improvement in understanding the aspects of NOS involved, with there being a significant evolution in some cases and moderate in others. This reveals that the activity has an educational utility for the education of PSSTs in NOS issues. The article concludes with an indication of some educational implications of the experience. (shrink)

Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers’ perspectives on the teaching of sociocultural and subjective aspects of the nature of science as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded (...) and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers’ suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that the number of suggested issues increased over the years, teachers’ ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education. (shrink)