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A pragmatic conception of science: ...

Sessoms, Deidre Bates.

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A pragmatic conception of science: Implications for science teaching.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A pragmatic conception of science: Implications for science teaching./
作者:	Sessoms, Deidre Bates.
面頁冊數:	215 p.
附註:	Adviser: Donald Arnstine.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3051553
ISBN:	0493663002

A pragmatic conception of science: Implications for science teaching.
Sessoms, Deidre Bates.

A pragmatic conception of science: Implications for science teaching. - 215 p.

Adviser: Donald Arnstine.

Thesis (Ph.D.)--University of California, Davis, 2002.

In this dissertation, I examine various philosophical conceptions of the nature of science—its goals, methods and products—and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science.

ISBN: 0493663002Subjects--Topical Terms:

783746
Education, Philosophy of.

A pragmatic conception of science: Implications for science teaching.
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520 $a In this dissertation, I examine various philosophical conceptions of the nature of science—its goals, methods and products—and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science.
520 $a These various conceptions of the nature of science are linked to how science is currently taught, at the K–12 level and at the university. In particular, the logical positivist conception has influenced the teaching of science by emphasizing the products of science (factual knowledge and theories) over the processes of science (the social methods of knowledge production). As a result of viewing science as the logical positivists did, teachers primarily focus on science as unchanging factual knowledge, at the expense of examining the social and cultural aspects of scientific practices.
520 $a I develop a pragmatic conception of the method of science as reflective thinking that we effectively use in our everyday lives. Linking that conception with the aims that John Dewey outlined for schools in a democratic society points the way towards certain goals and methods for teaching science. Therefore, I explore the type of science teaching that might result when viewing science as a pragmatic activity conducted in a democracy. Teaching of this sort would involve students in working together on shared problems that arise in the context of daily life. For science students at the university, this would include participating in and critiquing scientific research in active research laboratories. Implementing this view of science teaching might result in modifications in the practices and goals of science.
520 $a Lastly, the experiences of a group of under-represented minority students who studied the sciences at the university are used to illustrate both the promises and the pitfalls of attempting to incorporate a pragmatic view of science into science teaching.
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