Κριτική αποτίμηση του επιστημονικού πεδίου της Φύσης της Επιστήμης (ΦτΕ) και αναζήτηση συνεργειών με μία εναλλακτική ατζέντα για τη φύση των επιστημών (ΦτΕν)

PDF
Δημοσιευμένα: Σεπ 13, 2024
DOI: https://doi.org/10.12681/codiste.6840
Λέξεις-κλειδιά:
Φύση της Επιστήμης (ΦτΕ) Φύση των Επιστημών (ΦτΕν)
Δημήτριος Σχίζας
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Περίληψη

Η παρούσα εργασία εξετάζει την βιβλιογραφία γύρω από την τρέχουσα συναινετική ατζέντα της Φύσης της Επιστήμης μέσα από μια επιστημολογική οπτική και συμπεραίνει ότι το εν λόγω επιστημονικό πεδίο στο χώρο της Διδακτικής των Φυσικών Επιστημών δεν έχει αρκετά ισχυρή εξηγητική δύναμη λόγω του τρόπου με τον οποίο είναι δομημένο. Στη συνέχεια, προσπαθεί να δείξει το πώς μια εναλλακτική ατζέντα της Φύσης των Επιστημών που θα επικεντρώνεται στα μοναδικά επιστημολογικά χαρακτηριστικά της κάθε επιστήμης μπορεί να βοηθήσει το πεδίο να ξεπεράσει το επιστημολογικό του αυτό πρόβλημα.

Λεπτομέρειες άρθρου
  • Ενότητα
  • ΠΡΟΦΟΡΙΚΕΣ ΑΝΑΚΟΙΝΩΣΕΙΣ
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Baltas, A. (2000). Classifying Scientific Controversies. In Machamer, P. K., Pera, M., & Baltas, A. (Eds.), Scientific controversies: philosophical and historical perspectives, (40-49.). Oxford University Press, USA.
Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A critical review of students' and teachers' understandings of nature of science. Science & Education, 28(3-5), 205-248. https://doi.org/10.1007/s11191-019-00051-3
Fensham, P. J. (2004). Defining an identity: The evolution of science education as a field of research (Vol. 20). Springer Science & Business Media.
Kampourakis, K. (2016). The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science. Journal of Research in Science Teaching, 53(5), 667-682. https://doi.org/10.1002/tea.21305
Lederman, N. G. (2006, June). Research on nature of science: reflections on the past, anticipations of the future. Asia-Pacific Forum on Science Learning and Teaching, 7(1), 1-11. https://www.proquest.com/scholarly-journals/research-on-nature-science-reflections-past/docview/1955896497/se-2?accountid=164385
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (eds.), Handbook of Research on Science Education (pp. 831–879). Erlbaum.
Lederman, N., Abd-El-Khalick, F., Bell, R., & Schwartz, R. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. New York, NY: Routledge.
McComas, W. F. (2014). Nature of science in the science curriculum and in teacher education programs in the United States. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1993–2023). Dordrecht, The Netherlands: Springer.
Niaz, M. (2009). Critical appraisal of physical science as a human enterprise: Dynamics of scientific progress. Dordrecht, The Netherlands: Springer.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What ‘‘ideas-about-science’’should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692–720. https://doi.org/10.1002/tea.10105
Schizas, D. (2012). Systems ecology reloaded: A critical assessment focusing on the relations between science and ideology. In G. P. Stamou (Ed.), Populations, biocommunities, ecosystems: A review of controversies in ecological thinking (pp. 67 – 92). Oak Park, IL: Bentham Science.
Schizas, D., & Psillos, D. (2019). Exploring physics teachers’ NOTSs (Nature Of The Sciences) conceptions and discussing their relation to the current domain-general NOS (Nature Of Science) agenda. The Electronic Journal for Research in Science & Mathematics Education, 23(2).
Schizas, D., Psillos, D., & Papadopoulou, P. (2022). Bonding Nature of Science (NOS) and Nature of the Sciences (NOTSs) with Conceptual Knowledge: Introducing NOS and NOTSs Learning Objectives into the Teaching of ‘Homeostasis’. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2298. https://doi.org/10.21601/ijese/12311
Schizas, D., Psillos, D., & Stamou, G. (2016). Nature of science or nature of the sciences?. Science Education, 100(4), 706-733. https://doi.org/10.1002/sce.21216
Schizas, D., Psillos, D., & Stamou, G. (2020). Exploring secondary school biology teachers’ conceptions of explanations. International Journal of Biology Education, 2(1), 22-32.
Schizas, D., Psillos, D., & Stamou, G. (2023). Exploring secondary school biology teachers’ conceptions of scientific laws and methods. International Journal of Science Education, 1-18. https://doi.org/10.1080/09500693.2023.2166373
Schwartz, R., Lederman, N., & Abd-El-Khalick, F. (2012). A Series of Misrepresentations: A Response to
Allchin’s Whole Approach to Assessing Nature of Science Understandings. Science education, 96, 685-692. https://doi.org/10.1002/sce.21013
Van Dijk, E. (2011). Portraying real science in science communication. Science Education, 95, 1086–110. https://doi.org/10.1002/sce.20458
Ylikoski, P., & Kuorikoski, J. (2010). Dissecting explanatory power. Philosophical studies, 148(2), 201-219. https://doi.org/10.1007/s11098-008-9324-z