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The Relevance of Philosophy of Science for Science Education

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PSA 1974

Part of the book series: Boston Studies in the Philosophy of Science ((BSPS,volume 32))

Abstract

What relevance — if any — does philosophy of science have for science education? Unfortunately, this question has been largely unexplored. To be sure a great deal has been written on the philosophy of science; perhaps even more has been written in science education. However, surprisingly little has been written on the relation between the two areas.1 In this paper I will suggest some ways in which philosophy of science can have relevance for science education.

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Notes

  1. Michael Martin, ‘Philosophy of Science and Science Education’, Studies in Philosophy and Education, 1972, pp. 210-225.

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  2. See for example, Peter Achinstein Law and Explanation (Clarendon Press, Oxford, 1971), pp. 78-84.

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  3. Jerome S. Bruner, The Process of Education (Harvard University Press, Cambridge, 1961). For an insightful critique of Bruner’s views on structure see James Hullet ‘Which Structure?’, Educational Theory 24 (1974), 68-72.

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  4. Biological Sciences Curriculum Study, Biological Science: An Inquiry into Life (Harcourt, Brace and World, New York, 1968), p. 25.

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  5. Michael Martin, ‘Theoretical Pluralism’, Philosophia 2 (1972), 341-349.

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  6. Such a position was suggested, although not called by this name, by Noretta Koertge in ‘Theoretical Pluralism, Criticism and Education’ in a paper read at the 1970 OISE Conference, ‘New Directions in Philosophy of Education’. See also her paper ‘Towards an Integration of Content and Method in the Science Curriculum’ Curriculum Theory Network 4 (1969-70), 26-43.

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Authors
  1. Michael Martin
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Editor information

Editors and Affiliations

  1. Boston University, USA

    R. S. Cohen

  2. University of Western Ontario, Canada

    C. A. Hooker

  3. University of Guelph, Canada

    A. C. Michalos

  4. University of Waterloo, Canada

    J. W. Van Evra

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© 1976 D. Reidel Publishing Company, Dordrecht, Holland

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Martin, M. (1976). The Relevance of Philosophy of Science for Science Education. In: Cohen, R.S., Hooker, C.A., Michalos, A.C., Van Evra, J.W. (eds) PSA 1974. Boston Studies in the Philosophy of Science, vol 32. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-1449-6_13

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  • DOI: https://doi.org/10.1007/978-94-010-1449-6_13

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-277-0648-5

  • Online ISBN: 978-94-010-1449-6

  • eBook Packages: Springer Book Archive

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