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教育学在什么意义上不是科学 总被引:5,自引:0,他引:5
教育学的学科性质不可避免地与科学纠葛在一起,而从科学的划界、教育学与科学在某些研究基础上的不同表现,说明教育学和科学是对世界的不同的解释域,教育学没有必要也不可能完全科学化。探讨“教育学在什么意义上不是科学”,旨在表明教育学汲取的是科学精神,而不是“科学主义”,进而期待在科学精神的引领下,作为科学的教育学何以可能。 相似文献
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周季生 《河北师范大学学报(哲学社会科学版)》2008,31(1):43-44
科学自身不能定义什么是"科学"。"科学"概念已非科学范畴,而是哲学范畴。科学与非科学没有明确的分界线,所以"伪科学"与科学也没有明确的分界线。"伪科学"缺乏"可操作性"。不具"可操作性"的概念或命题不应该列入法律条文,否则将使法律失去应有的尊严。所谓"伪科学"实际上是科学发展链条中"潜科学"阶段的产物,应该谨慎对待。 相似文献
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张艳清 《延安教育学院学报》2009,(5):19-21
经济学是不是科学自古以来就是学术界关注的重要内容,从自然科学的特点出发,分析经济学由于存在着研究对象.缺乏规律性、可预测性差以及数学的滥用二个方面的问题,使得经济学表现出了非科学的方面。 相似文献
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Janelle M. Bailey Bruce Johnson Edward E. Prather Timothy F. Slater 《International Journal of Science Education》2013,35(14):2257-2286
Concept inventories (CIs)—typically multiple-choice instruments that focus on a single or small subset of closely related topics—have been used in science education for more than a decade. This paper describes the development and validation of a new CI for astronomy, the Star Properties Concept Inventory (SPCI). Questions cover the areas of stellar properties (focussing primarily on mass, temperature, luminosity, and lifetime), nuclear fusion, and star formation. Distracters were developed from known alternative conceptions and reasoning difficulties commonly held by students. The SPCI was tested through an iterative process where different testing formats (open-ended, multiple-choice?+?explain, and multiple-choice) were compared to ensure that the distracters were in fact the most common among the testing population. Content validity was established through expert reviews by 26 astronomy instructors. The SPCI Version 3 was then tested in multiple introductory undergraduate astronomy courses for non-science majors. Post-test scores (out of 23 possible) were significantly greater (M?=?11.8, SD?=?3.87) than the pre-test scores (M?=?7.09, SD?=?2.73). The low post-test score—only 51.3%—could indicate a need for changing instructional strategies on the topics of stars and star formation. 相似文献
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