排序方式： 共有10条查询结果，搜索用时 406 毫秒
1
1.
2.
In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's Educating Reason (1988), and emerging from his discussion there, the aspects I explore go beyond that discussion. 相似文献
3.
Peter Davson-Galle 《Science & Education》1994,3(3):311-315
This paper attempts to outline briefly a case for philosophers' critical attention to one's work, even when, indeed especially when, that attention is a line-by-line analysis of a single paper. 相似文献
4.
In a recent paper in this journal, Jim Garrison (1997) opines that a Deweyan social constructivism ought to be embraced by science educators in preference to the subjectivist variety espoused by Ernst von Glasersfeld as it ...retains all [of the latter's] virtues and does not get caught up in its confusions' (p. 543). In this response, I argue that key elements of Garrison's complaints are misguided and that his preferred Deweyan social constructivism is a theoretical framework without apparent superiority and with enough flaws that it is best eschewed by science educators (and metascientists generally). 相似文献
5.
6.
Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’ 总被引：1，自引：0，他引：1
The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators. 相似文献
7.
8.
This article attempts to ascertain whether thepresence of biasing values in the practiceof science is an inbuilt feature of an idealisedinstitution, Science, and judges that thosevalues inbuilt to Science are not a source of bias. 相似文献
9.
10.
1