排序方式: 共有54条查询结果,搜索用时 0 毫秒
51.
Dimitris P. Papayannakos 《Science & Education》2008,17(6):573-611
The structure of David’s Bloor argument for the Strong Programme (SP) in Science Studies is criticized from the philosophical
perspective of anti-skeptical, scientific realism. The paper transforms the common criticism of SP—that the symmetry principle
of SP implies an untenable form of cognitive relativism—into the␣clear philosophical issue of naturalism versus Platonism.
It is also argued that the concrete patterns of SP’s interest-explanations and its sociological definition of knowledge involve
philosophical skepticism. It is claimed, then, that the most problematic elements of SP reside primarily in philosophical
skepticism. It is also claimed that this sort of criticism can be directed against other more radical, versions of constructivism
in science and science education studies. 相似文献
52.
53.
Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them,how They Conceptualise Them and What Are Their Views on Their Use 总被引:1,自引:0,他引:1
There is considerable evidence that use of anthropomorphism and animism in science teaching is a common practice in all grades of education. However, not much is known about teachers' own views on the real reasons why they have been using animistic and anthropomorphic formulations or on the issue of whether animism and anthropomorphism should or should not be used in science. The present work, which was carried out in Greece, investigates early years teachers' views on the use of animism and anthropomorphism and on the reasons behind their use of these formulations. The study was designed as a small-scale exploration study. Research data were obtained from recorded group interviews and from written tasks. Results indicate that early years teachers seem to adopt the view that animism and anthropomorphism in early years science can cause cognitive problems in young children, and also that these teachers believe that in special cases use of animism and anthropomorphism can cause emotional problems as well. Results also reveal that, despite their reservations, teachers use animism and anthropomorphism both consciously and unconsciously and that they attribute their conscious use of these formulations to their low levels of content and pedagogical content knowledge in science. 相似文献
54.
Konstantinos Ravanis Dimitris Koliopoulos Jean-Marie Boilevin 《Research in Science Education》2008,38(4):421-434
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about
cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object
that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention,
and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired
by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between
the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate
teaching framework compared to the Piagetian one. 相似文献