Reflecting on the Nature of Science through the Philosophy of Science

Research output: Chapter in Book/Report/Conference proceedingChapter

Standard

Reflecting on the Nature of Science through the Philosophy of Science. / Dunlop, Lynda; De Schrijver, Jelle.

Nature of Science in Science Instruction: Rationales and Strategies. ed. / William McComas. 2. ed. SPRINGER, 2020.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harvard

Dunlop, L & De Schrijver, J 2020, Reflecting on the Nature of Science through the Philosophy of Science. in W McComas (ed.), Nature of Science in Science Instruction: Rationales and Strategies. 2 edn, SPRINGER.

APA

Dunlop, L., & De Schrijver, J. (2020). Reflecting on the Nature of Science through the Philosophy of Science. In W. McComas (Ed.), Nature of Science in Science Instruction: Rationales and Strategies (2 ed.). SPRINGER.

Vancouver

Dunlop L, De Schrijver J. Reflecting on the Nature of Science through the Philosophy of Science. In McComas W, editor, Nature of Science in Science Instruction: Rationales and Strategies. 2 ed. SPRINGER. 2020

Author

Dunlop, Lynda ; De Schrijver, Jelle. / Reflecting on the Nature of Science through the Philosophy of Science. Nature of Science in Science Instruction: Rationales and Strategies. editor / William McComas. 2. ed. SPRINGER, 2020.

Bibtex - Download

@inbook{c24bfc8d0aac49e5b6a7f9af3ff2a103,
title = "Reflecting on the Nature of Science through the Philosophy of Science",
abstract = "Addressing the epistemological issues and philosophical questions characteristic of the nature of science, can be a challenge for science teachers less used to dealing with uncertainties, multiple perspectives and non-consensus situations and pedagogical approaches associated with this. In this chapter, we argue that science teachers can be supported to teach the nature of science by incorporating an approach consistent with teaching and learning in philosophy. We will explore how philosophical dialogue with young people in science contexts can enhance reflection about and understanding of the nature of science. We explore, using examples, the potential of philosophical dialogue to stimulate discussions about the nature of science. This implies a shift in role of the teacher towards a facilitator of philosophical dialogue. The chapter is informed by our experiences of practical approaches to philosophical dialogue and draws on research literature relating to dialogic teaching in philosophy and the use of philosophical dialogue in science. ",
author = "Lynda Dunlop and {De Schrijver}, Jelle",
year = "2020",
month = aug,
language = "English",
isbn = "9783030245559",
editor = "William McComas",
booktitle = "Nature of Science in Science Instruction: Rationales and Strategies",
publisher = "SPRINGER",
edition = "2",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Reflecting on the Nature of Science through the Philosophy of Science

AU - Dunlop, Lynda

AU - De Schrijver, Jelle

PY - 2020/8

Y1 - 2020/8

N2 - Addressing the epistemological issues and philosophical questions characteristic of the nature of science, can be a challenge for science teachers less used to dealing with uncertainties, multiple perspectives and non-consensus situations and pedagogical approaches associated with this. In this chapter, we argue that science teachers can be supported to teach the nature of science by incorporating an approach consistent with teaching and learning in philosophy. We will explore how philosophical dialogue with young people in science contexts can enhance reflection about and understanding of the nature of science. We explore, using examples, the potential of philosophical dialogue to stimulate discussions about the nature of science. This implies a shift in role of the teacher towards a facilitator of philosophical dialogue. The chapter is informed by our experiences of practical approaches to philosophical dialogue and draws on research literature relating to dialogic teaching in philosophy and the use of philosophical dialogue in science.

AB - Addressing the epistemological issues and philosophical questions characteristic of the nature of science, can be a challenge for science teachers less used to dealing with uncertainties, multiple perspectives and non-consensus situations and pedagogical approaches associated with this. In this chapter, we argue that science teachers can be supported to teach the nature of science by incorporating an approach consistent with teaching and learning in philosophy. We will explore how philosophical dialogue with young people in science contexts can enhance reflection about and understanding of the nature of science. We explore, using examples, the potential of philosophical dialogue to stimulate discussions about the nature of science. This implies a shift in role of the teacher towards a facilitator of philosophical dialogue. The chapter is informed by our experiences of practical approaches to philosophical dialogue and draws on research literature relating to dialogic teaching in philosophy and the use of philosophical dialogue in science.

M3 - Chapter

SN - 9783030245559

BT - Nature of Science in Science Instruction: Rationales and Strategies

A2 - McComas, William

PB - SPRINGER

ER -