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1.
José Antonio Chamizo 《Science & Education》2007,16(2):197-216
Today there are little more of 3 million chemist all over the world producing about 800,000 papers a year. They produce new
substances – from some hundreds in 1800 to about 20 million now – the vast majority artificial. This rate is growing quite
fast. Once the majority of chemistry teachers all over the world used textbooks as the main (sometimes the only) source of
information, we became, without wanting to... history teachers! If ‘scientific literacy’ is the aim of science lessons in school, it is much more than the literacy now developed in science
classrooms. It must include an understanding of the nature and process by which scientific activities are carried out. Recognition
of the exponentially chemistry knowledge growth and the incompleteness of the current chemistry textbooks are thus intimately
related to recognition of the need for recurrent historical teaching models. 相似文献
2.
Robert J. Anthony Christine D. Tippett Larry D. Yore 《Research in Science Education》2010,40(1):45-64
Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and
environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the
Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct
and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components
in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which
refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary
findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy
instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering
research and development approach has been utilized to identify problems and concerns and to design instructional solutions
for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding
literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist
science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy
activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction
student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher
support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform
target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers
to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and
its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties
and insights regarding community-based research and development approaches. 相似文献
3.
Sara Tolbert 《Cultural Studies of Science Education》2011,6(1):251-263
In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both
the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several
themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access
to the dominant Discourses in science and literacy, (2) builds on students’ lived experiences, and (3) connects new material
to socially and culturally relevant contexts in both science and literacy instruction—all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research
that ‘ascends to the concrete’. I also discuss where we could build on the work of the authors to integrate literacy and science
instruction with the purpose of ‘humanizing and democratizing’ science education in K-12 classrooms. 相似文献
4.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
5.
Kwok-Chi Lau 《International Journal of Science and Mathematics Education》2009,7(6):1061-1088
The OECD “Programme for International Student Assessment” or (PISA) is one of the largest-scale international efforts that
have been launched to assess students’ scientific literacy. Such an international assessment would likely exert a profound
impact on the science education policies of the participating countries/regions, including Hong Kong. This paper sets out
to examine critically how scientific literacy has been assessed by PISA through analyzing its assessment frameworks and released
sample items. It was found that the PISA 2000 and 2003 assessments of science have used a narrower definition of scientific
literacy, as compared to that of PISA 2006 and what scientific literacy was construed for science education. However, even
PISA 2006 appears to be more valid in its assessment framework, its validity was also called into question when the sample
items for the trial study were examined. Knowledge about science was found largely about the processes of science, rather than the nature of science as described in the assessment framework. Besides, it intertwined with knowledge of science in a hidden manner. The application of knowledge of science in novel, real-life situations was also jeopardized because of the issue of curricular relevance. Besides these major problems,
the article has discussed the problems with the concept of scientifically investigable questions and identifying research question of an investigation. Overall, the findings raised concern over what the PISA’s measure of scientific literacy actually means. 相似文献
6.
Charbel Niño El-Hani Eduardo Fleury Mortimer 《Cultural Studies of Science Education》2007,2(3):657-702
In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s
epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education,
and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal
of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing
with cultural differences, according to which social argumentative processes—including those in science education—should be
marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences
if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the
coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding
of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education,
but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of
“science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always
take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms,
but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded
on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about
how learning is to take place in culturally sensitive science education, and about communicative approaches that might be
more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both
issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach
that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering
students through education.
相似文献
Eduardo Fleury MortimerEmail: |
7.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
8.
Nina Christenson Shu-Nu Chang Rundgren Hans-Olof H?glund 《Journal of Science Education and Technology》2012,21(3):342-352
To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the
past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The
purpose of this study was to analyse 80 Swedish upper secondary students’ informal argumentation on four socioscientific issues
(SSIs) to explore students’ use of supporting reasons and to what extent students used scientific knowledge in their arguments.
Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports.
The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption.
To analyse students’ supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas
of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with
three aspects, knowledge, value and personal experience (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for
all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed
among the SSI topics. Also, some alternative concepts were disclosed in students’ arguments. The implications for research
and education are discussed. 相似文献
9.
Meadow Schroeder Anne Mckeough Susan Graham Hayli Stock Gay Bisanz 《Research in Science Education》2009,39(2):231-250
Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e.,
a literary work intended for sale to the general public) in North American school classrooms to support the development of
science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books
were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined
in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science
topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is
inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s
first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting
science literacy. Implications for using trade books in the classroom are discussed.
相似文献
Hayli StockEmail: |
10.
Ornit Spektor-Levy Bat-Sheva Eylon Zahava Scherz 《International Journal of Science and Mathematics Education》2009,7(5):875-903
This study explores the impact of ‘Scientific Communication’ (SC) skills instruction on students’ performances in scientific
literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction,
integration into content learning, practice in several scientific topics, and application of performance tasks. The model
was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific
reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th–8th grades,
160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students’ performances were assessed through
a questionnaire and a complex task that measured students’ scientific content knowledge, SC skills, and the quality of the
final products. Results indicated that students who learned the whole program or one of its components achieved higher scores
in all categories than the comparison group students. High achievers can benefit from just one component of the program: either
structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low
and average achievers require both components of the SC program to improve their performances. Results show that without planned
intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make
a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement
the skills in different contexts, the role of performance tasks as ‘assessment for learning’—all these features are important
and necessary for improving students’ scientific literacy. Our general model of skills instruction can be applied to the instruction
of other high-order skills. Its application can lead to the realization of the central goal of science education: literate
students possessing scientific knowledge. 相似文献
11.
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
12.
学前科学教育应将培养幼儿的科学素养作为课程总目标。幼儿的科学素养主要体现在知识与技能、过程与方法、情感态度与价值观三个方面。学前科学教育应致力于培养幼儿的科学态度、科学行为与习惯。 相似文献
13.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
14.
Allan Harvey 《Research in Science Education》1994,24(1):375-375
This paper reports on research into two teachers' views and practices about assessment at the classroom level. Emphasis was
given to practical work and its assessment. Findings suggest it is unhelpful to define practical work as distinct from other
activities in the science classroom. Various methods used for assessing activity within the participant teachers' classrooms
are described. The participant teachers were found to be primarily concerned about issues of ‘fairness’: task validity, reliability
of assessment based on co-operative work and assessment of the affective domain. The place of teacher intuition in assessment
is raised and briefly discussed. Directions for the ongoing research are foreshadowed.
Specializations: science education, technology education, assessment and curriculum development. 相似文献
15.
In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence
of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability
to make scientific arguments in everyday situations. Later studies found that the inadequate ability was associated with the
development of personal epistemology. However, the conclusion is drawn mostly from research with adults or adolescents. This
study attempted to examine the relation between scientific reasoning in informal contexts and the epistemological perspectives
demonstrated by elementary school pupils. Participants of the study were 62 sixth graders who were interviewed to criticize
two science-related uncertain issues. Content analysis showed that most children had developed the absolutist form of personal
epistemology. Chi-square analyses suggested that the more multiplist view toward the certainty of knowledge and the process
of knowing, the better coordination of theory and evidence as well as reflective reasoning. In addition, children’s beliefs
about the certainty of knowledge, source of knowledge and concept of justification were seemingly consistent across different
issues. Nevertheless, content analysis showed that the criteria used to make judgments varied with problem contexts. 相似文献
16.
In this paper we discuss the foundations and process of design of a research-informed instructional unit aimed for pre-service
science teacher education. The unit covers some key ideas on the nature of science (around methodology, theory change, scientific
inference and explanation, values, gender issues) anchoring them in a well-known episode from the history of science—the ‘discovery’
of radium by the Curies. Such episode is mainly examined as reconstructed in the 1997 French commercial film ‘Les Palmes de
Monsieur Schutz’. Pre-service science teachers are required to solve three tasks, individually and in small groups; those
tasks are respectively centred around: (1) the distinction between ‘discovering’ and ‘inventing’; (2) scientific modelling
via abduction; and (3) the extended hagiographic treatment of the figure of Madame Curie. Plenary debates around the tasks
aim at acquainting pre-service science teachers with some powerful concepts of twentieth century philosophy of science. 相似文献
17.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
18.
Mats Gunnar Lindahl 《Science & Education》2010,19(9):867-894
Two important roles of education are to provide students with knowledge for their democratic participation in society and
to provide knowledge for a future profession. In science education, students encounter values that may be in conflict with
their worldview. Such conflicts may, for example, lead to constructive reflections as well as rejection of scientific knowledge
and technology. Students’ ways of reasoning are important starting points for discussing problematic issues and may be crucial
for constructive dialogues in the classroom. This study investigates students’ reasoning about conflicting values concerning
the human-animal relationship exemplified by the use of genetically modified pigs as organ donors for xenotransplantation.
Students’ reasoning is analyzed using Giddens’ concepts of disembedded and embedded practices in parallel with moral philosophical
theories in a framework based on human-animal relationships. Thirteen students were interviewed and their stances categorized.
Kantian deontological and classical utilitarian ethics were found within the patronage and the partnership models. These students
appreciated expert knowledge but those using the partnership model could not accept xenotransplantation if pigs were to be
killed. Students using care ethics did not appreciate expert knowledge since it threatened naturalness. The results suggest
that stances against the use of scientific knowledge are more problematic than knowledge per se, and that conflicting stances
have similarities that present opportunities for understanding and development of students’ argumentation skills for future
participation in societal discourse on utilizing expert knowledge. Furthermore it is argued that science education could benefit
from a higher awareness of the presence of different morals. 相似文献
19.
This study investigated the relationship between family factors and students’ scientific literacy performance in Hong Kong,
which has excelled in science performance in previous international studies. Data were obtained from the 2006 Programme for
International Student Assessment. Multilevel analysis was used to examine the relationship between parental involvement and
investment and students’ scientific literacy performance. It was found that students’ scientific literacy performance, which
was measured by their science achievement and self-efficacy towards science, were significantly associated with certain types
of parental investment and involvement even after controlling background factors of both students and schools. Parental investment
in cultural resources and parental involvement in terms of organising science learning enrichment activities at an early age
were found to be significantly associated with students’ scientific literacy performance. Activities that could be provided
at an early age (e.g. watching TV programmes about science, reading books on scientific discovery, watching, reading or listening
to science fictions) were found to be highly effective activities for promoting children’s science achievement and self-efficacy. 相似文献
20.
Demetris P. Portides 《Science & Education》2007,16(7-8):699-724
The notions of ‘idealisation’ and ‘approximation’ are strongly linked to the question of ‘how our theories represent the phenomena
in their scope’. Although there is no consensus amongst Philosophers on the nature of the process of idealisation and how
it affects theoretical representation, at the level of science education much can be gained from the insights of existing
philosophical analyses. Traditionally, teaching methodologies treat the observed divergence between theoretical predictions
and experimental data by appealing to the more common-sensical notion of ‘approximation’. The use of the latter notion, however,
to explicate discrepancies between theory and experiment obscures the theory/experiment relation. It does so, I argue, because
from the viewpoint of scientific modelling ‘approximation’ either depends upon or piggybacks on ‘idealisation’. 相似文献