Teaching the Nature of Science from a Philosophical Perspective

Autor/in	Lampert, Yvonne
Titel	Teaching the Nature of Science from a Philosophical Perspective
Quelle	In: Science & Education, 29 (2020) 5, S.1417-1439 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-020-00149-z
Schlagwörter	Scientific Principles; Science Education; Secondary School Science; Philosophy; Interdisciplinary Approach; Science History; Scientific Literacy; Critical Thinking + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Philosophie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; History of science; Wissenschaftsgeschichte; Kritisches Denken
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01