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| Autor/in | Allchin, Douglas |
|---|---|
| Titel | Should the sociology of science be rated X? |
| Quelle | In: Science education, 88 (2004) 6, S. 934-946Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Naturwissenschaftlicher Unterricht; Philosophie; Wissenschaft; Soziologie; Relativismus; Normativität; Lehrerausbildung; Naturwissenschaftlicher Unterricht; Relativismus; Philosophie; Wissenschaft; Wissenschaftsbegriff; Soziologie; Normativität; Wissenschaftsbild |
| Abstract | Stephen Brush once asked, Should the history of science be rated X Well, times have changed. Now controversy reigns over the role of sociology in the science classroom. Here, I profile several dimensions of the sociology of science and survey recent efforts by philosophers to address its most radical claims. In respecting the opposing poles of this contentious debate, I contend that it is possible to chart a path between the Scylla of scientism and the Charybdis of relativism. Most notably, educators must differentiate between the normative and descriptive elements of the nature of science - and teach both. Further, they must go beyond the rhetoric of tentativeness and fallibility in science by describing just when and how individual scientists and/or a scientific community can err - and how they identify and remedy their errors. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2006/3 |
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