Bringing Inferentialism to Science Education

Autor/in	Causton, Edward
Titel	Bringing Inferentialism to Science Education
Quelle	In: Science & Education, 28 (2019) 1-2, S.25-43 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-019-00027-3
Schlagwörter	Inferences; Science Education; Scientific Concepts; Energy; Logical Thinking; Teaching Methods + Suchen Sie Ihr Suchwort? Inference; Inferenz; Naturwissenschaftliche Bildung; Energie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, I introduce Robert Brandom's inferentialism as an alternative to common representational interpretations of constructivism in science education. By turning our attention away from the representational role of conceptual contents and toward the norms governing their use in inferences, we may interpret knowledge as a capacity to engage in a particular form of social activity, the game of giving and asking for reasons. This capacity is not readily reduced to a diagrammatic structure defining the knowledge to be acquired. By considering the application of these ideas to the concept of electrical current and the use of analogies in science education, I hope to illustrate how they may be given practical employment as the child comes to explore "within" the concepts derived from historical scientific endeavours and not merely meander through her individual experiences of scientific phenomena themselves. In moving away from the representational role of analogy, our focus shifts from the quality of the analogy itself toward the quality of the discourse utilising the analogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01