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Epistemic Practices and Science Education

In Michael R. Matthews (ed.), History, Philosophy and Science Teaching: New Perspectives. Springer Verlag. pp. 139-165 (2017)

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  1. Three Criteria for Virtuous Collaboration Across Epistemic Practices: A Case from Sentimentalism and Field Environmental Philosophy.Nicolas Silva & Esteban Céspedes - 2023 - Journal of Ethnobiology 43 (3):239-249.
    The present paper proposes three desiderata that methodologies for collaboration between philosophy and ethnobiology should satisfy. The account considers that a focus on a sentimentalist virtue epistemology is necessary to effectively address problems and challenges in such collaborations. Our focus on sentimentalism is further elaborated through three desiderata: (D1) The context of the collaboration should encourage receptivity among practitioners; (D2) collaborations should aim to produce knowledge that addresses the problems faced by stakeholders; and (D3) relevant communities and collaborators for each (...)
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  • Down to Earth: History and philosophy of geoscience in practice for undergraduate education.Maarten G. Kleinhans - 2021 - European Journal for Philosophy of Science 11 (3):1-15.
    Undergraduate geoscience students are rarely exposed to history and philosophy of science. I will describe the experiences with a short course unfavourably placed in the first year of a bachelor of earth science. Arguments how HPS could enrich their education in many ways are sketched. One useful didactic approach is to develop a broader interest by connecting HPS themes to practical cases throughout the curriculum, and develop learning activities that allow students to reflect on their skills, methods and their field (...)
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  • The Body and the Production of Phenomena in the Science Laboratory.Liv Kondrup Hardahl, Per-Olof Wickman & Cecilia Caiman - 2019 - Science & Education 28 (8):865-895.
    This article deals with science content “in the making” and in particular the role of the body in producing scientific phenomena. While accounts of scientists’ work have repeatedly demonstrated, how producing phenomena requires immense amounts of time and effort, involving tinkering and manual labor, this is a little empirically studied content in science education. Seeking to shed light on how the body is involved with materiality to produce physics phenomena, and in what terms this is learning physics content, the article (...)
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