Knowledge, Method and Belief in Science Education from the Perspective of Philosophy of Science

doi:10.16382/j.cnki.1000-5560.2020.07.009

Abstract

Abstract: Drawing on recent development in social epistemology and philosophy of science, this study explores the importance of understanding the nature of science in science education, more than just basic knowledge of science facts,which is to help students make evidence-based decisions on science-related issues in the future. Moreover, it clarifies that the job of science education from an epistemic perspective and the division of cognitive labor, is to establish or maintain the epistemic authority of science. Students should be provided with the recent researches on scientific practice in philosophy of science about the real and complex image of science, and the real practice of scientists in history of science to develop a richer and more authentic understanding of science. Philosophers of science need to engage in constructive conversation with the science education community to explore a schema of teaching scientific practices with a pragmatic approach that takes into account students' levels, their prior knowledge as well the context of learning.

Key words: science education, epistemology, philosophy of science, cognitive labor, nature of science

Zhu Jing. Knowledge, Method and Belief in Science Education from the Perspective of Philosophy of Science[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(7): 106-116.

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