Utilising the "3P-Model" to Characterise the Discipline of Didactics of Science

Autor/inn/en	Aduriz-Bravo, Agustin; Izquierdo-Aymerich, Merce
Titel	Utilising the "3P-Model" to Characterise the Discipline of Didactics of Science
Quelle	In: Science & Education, 14 (2005) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-004-0068-7
Schlagwörter	Curriculum Design; Intervention; Science Teachers; Science Education; Science Curriculum; Didacticism; Models; Philosophy + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Didaktisierung; Analogiemodell; Philosophie
Abstract	In our research within didactics of science, we have been exploring contributions of the socalled cognitive models from contemporary philosophy of science. We have used these philosophical frameworks on different levels. As an outcome, we have formulated a model of didactics of science according to which this discipline adapts and transforms theoretical contributions from different scholarly fields. In this paper, we concentrate on this description of didactics of science, which we have called the 3P-model (i.e., philosophy + psychology + pedagogy). This model of the internal functioning of the discipline may be useful to make innovations in science curriculum design and re-conceptualise the role of science teachers as professionals. We see didactics of science as a set of interrelated activities, performed by different individuals, and ranging from theoretical production to practice of science education at school. We find the concept of technoscience suitable to account for this diversity of goals. According to this concept, scientific disciplines are identified both with generation of knowledge and with active intervention on the world. Within current didactics of science, we recognise several kinds of research, having goals more or less directed to practical intervention in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10