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Philosophy of Education and Science Education: A Vital but Underdeveloped Relationship

In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1259-1316 (2014)

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  1. (1 other version)Formación docente desde la filosofía educativa transdisciplinaria.Alex Estrada-García - 2023 - Quito: Abya Yala. Edited by Floralba del Rocío Aguilar-Gordón & Javier Collado Ruano.
    La formación docente es indispensable para responder a los requerimientos de la compleja sociedad actual. De su conocimiento, iniciativa, praxis y creatividad depende el éxito o el fracaso del sujeto que aprende. Al modificar el rol del docente se transforma la actitud de los estudiantes. ¿Cómo entender la formación filosófica transdisciplinar? Este texto responde a este y otros cuestionamientos: ¿cuáles son los planteamientos pedagógicos afines a la era digital? ¿en qué medida las TIC se encuentran al servicio de una filosofía (...)
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  • Making Philosophy of Science Education Practical for Science Teachers.F. J. J. M. Janssen & B. van Berkel - 2015 - Science & Education 24 (3):229-258.
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  • A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education.Yannis Hadzigeorgiou - 2015 - Science & Education 24 (3):259-280.
    This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea behind the critique is that a (...)
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  • Towards Eco-reflexive Science Education.Jesper Sjöström, Ingo Eilks & Vânia G. Zuin - 2016 - Science & Education 25 (3-4):321-341.
    The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of environmentalization. For example, green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environment-friendly chemistry research and production. The present article problematizes limitations (...)
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  • Implications of R.S. Peters’ notion of ‘cognitive perspective’ for science education.Yannis Hadzigeorgiou - 2017 - Educational Philosophy and Theory 49 (10):1016-1028.
    This paper discusses R.S. Peters’ notion of ‘cognitive perspective’, which, through careful reading, can be interpreted as a wider perspective resulting from an awareness of the relationships of one’s knowledge and understanding to one’s own life. This interpretation makes cognitive perspective a holistic notion akin to that of worldview, and also points to the possibility for students to experience a change of outlook on the world, as a result of learning science. Given the ongoing debate regarding the notion scientific literacy (...)
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  • Romanticism and Romantic Science: Their Contribution to Science Education.Yannis Hadzigeorgiou & Roland Schulz - 2014 - Science & Education 23 (10):1963-2006.
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  • Nature of Science and Science Content Learning.Hanno Michel & Irene Neumann - 2016 - Science & Education 25 (9-10):951-975.
    Besides viewing knowledge about the nature of science as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates (...)
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