Eger's contribution towards a reapprochment of Hermeneutics, Science and Science Education is very welcome. His focus on the problem of misconceptions is relevant. All the same in our opinion some not minor points need a clarification. We will try to argue that: a) Hermeneutics cannot be reduced to a semantical interpretation of science texts; its phenomenological aspects have to be taken in account. b) Science has an unavoidable historical dimension; original papers and advanced textbooks are the real depositaries of scientific (...) research. Standard textbooks are a caricature not worth it of a hermeneutical analysis. c) A parallelism can be traced between two dicothomies: the lifeworld of hermeneutics and the scienceworld of epistemology on one side and the extraordinary and the normal science on the other. d) For an overcoming of the misconceptions' problem we propose that the previous dicothomies be bridged through a hermeneutical phenomenological approach to science education that stresses the alternative, historical interpretations of natural phenomena. (shrink)

Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. (...) The achievement of each event of disclosure requires the precise manipulation of equipment, which is an activity that depends on truth as correspondence. The implications of the hermeneutic philosophy of science for science education are profound. The article refers to Newton’s early work on optics to explore what the theory implies for teaching. Modern science—as the event of truth—is a relationship between an individual student, equipment, and reality. Science teachers provide for their students’ access to truth and they may show how their discipline holds a special relationship to reality. If the aim of science teaching is to enable students to disclose reality, the science curriculum will challenge some of the current practices of schooling. If teachers base science teaching upon the hermeneutic philosophy of science, science will assert itself as the intellectual discipline that derives from nature, and not from the inclinations of human beings. Science teachers teach nature’s own science. (shrink)

The practical nature of all human understanding lies at the heart of Gadamer's philosophical hermeneutics, yet the stress he places on practicality and his appeal to Aristotle remain relatively neglected by the secondary literature. This neglect is due in part to a failure to see the great extent to which Gadamer relies on the Aristotelian concept of phronēsis (practical wisdom) and, to a lesser extent, on the Hegelian concept of the concrete universal. The purpose of this paper is to show (...) how the proper understanding of Aristotle's notions of practical wisdom and theoretical knowing, both of which are crucial to an appreciation of Gadamer's description of human understanding as Spiel (“game” or “play”), will help to reverse two of the recurring mischaracterizations of philosophical hermeneutics: first, that it is ultimately anti-science (against method and theory) and second, that critical reason or rationality plays only a minor role within it. (shrink)

The purpose of this study was to explore rural and provincial students' conceptualizations of nature in Colombia alongside the science education offered in their school communities. Students' perceptions of nature were produced from interviews that revolved around a focusing event and two eliciting devices to document their views about home, school science, and nature. Eighteen students from two urban and one provincial school communities were invited to participate in an interview. An anthropological approach to education allowed for case descriptions in (...) urban and provincial settings in a northeastern region of Colombia, South America. The findings specifically reflect how multiple worldviews correlate with the framework of school science. (shrink)

The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science’s privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer’s philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, (...) science education should (1) induce experiences of negation that familiarize learners with their own pre-understanding and (2) introduce learners to the fallibility of knowledge. Finally, I argue that both instances (1) and (2) aim to cultivate non-dogmatism in learners. (shrink)

In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between the construction of gender (...) within the interrelatedness of scientific practices and the constitution of particular objects of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered pedagogy as well. (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)

This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...) has been little canvassed and remains an underdeveloped area. To help bring science education closer into the fold of educational philosophy and theorizing, the historical development of science education and philosophy of education are sketched to reveal their common roots, interests, and concerns. Thereto, the contours of a new philosophy of science education are presented (as an integration of three academic fields). Arguments are provided which seek to illustrate why philosophy in general and philosophy of education in particular can make positive contributions to teacher education and the research field together with suggesting future directions and possible reform contributions (scientific literacy, educational aims, educational theory, pedagogical content knowledge, science teacher, and curricular epistemologies). (shrink)