Nature of Science or Nature of the Sciences?

Autor/inn/en	Schizas, Dimitrios; Psillos, Dimitris; Stamou, George
Titel	Nature of Science or Nature of the Sciences?
Quelle	In: Science Education, 100 (2016) 4, S.706-733 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21216
Schlagwörter	Scientific Principles; Scientific Concepts; Physics; Biology; Evolution; World Views; Heuristics; Science Education + Suchen Sie Ihr Suchwort? Physik; Biologie; World view; Weltanschauung; Heuristik; Naturwissenschaftliche Bildung
Abstract	The present essay examines the emerging issue of domain-general versus domain-specific nature of science (NOS) understandings from a perspective that illuminates the value of domain-specific philosophies of science for the growth and development of the NOS educational field. Under the assumption that individual sciences do have their own character, we address the unique ontological, methodological, and epistemological features of Newtonian physics and evolutionary biology and we articulate the important differences that exist between the worldviews associated with these scientific fields, namely, the Newtonian and the neo-Darwinian scientific worldviews. The former worldview is consistent in many respects with assumptions that are grounded on positivism, whereas the latter worldview provides an alternative understanding of NOS, which is predominately based in the techniques of hermeneutics and historical sciences. We subsequently attempt to present the current inadequacies and weaknesses that the NOS field is challenged with as a result of not incorporating the differences between the Newtonian and neo-Darwinian worldviews into its research or instructional agenda. In addition, we outline the heuristic power for the NOS field that may accompany a potential shift from a homogeneous view of NOS to a view more informed by the specificities of any particular science or scientific field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01