The Hows and whys of philosophy of science teaching: a comparative analysis

Regt, Henk W. de; Koster, E.

doi:10.1007/s13194-021-00421-1

Cited by 5 publications

(4 citation statements)

References 18 publications

(19 reference statements)

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“…Among other things, this course required students to reflect on the role of imagination in science, and it was highly valued by students (for a different kind of initiative, see Brown 2020). It might be best for these courses to involve practice-based philosophers of science at both planning and implementation stages (Green et al 2021;Jaksland 2021;de Regt and Koster 2021;Lusk 2022). However, it might not always be possible or desirable to dedicate an entire course to scientific imagination.…”

Section: Improving Imagination Educationmentioning

confidence: 99%

Inclusivity in the Education of Scientific Imagination

Stuart,

Sargeant

2024

The International Library of Ethics, Law and Technology

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Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across six years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength of their own imaginations, and the general usefulness of imagination in science. After introducing these findings and discussing the typical relationship between a scientist and their imagination across a career, we argue that reducing the number or power of active imaginations in science is epistemically counterproductive, and suggest a number of ways to bring imagination back into science in a more inclusive way, especially through courses on imagination for scientists, role models, and exemplar-based learning.

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Section: Improving Imagination Educationmentioning

confidence: 99%

Inclusivity in the Education of Scientific Imagination

Stuart,

Sargeant

2024

The International Library of Ethics, Law and Technology

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“…Bagaimana manusia pertama kali merancang konsep hp yang kemudian dinyatakan dalam satuan daya? Pertanyaan ini membawa kita ke ranah epistemologi, di mana sumber-sumber pengetahuan manusia tentang konsep satuan daya tersebut dapat dieksplorasi lebih dalam (Shi, 2021;de Regt & Koster, 2021).…”

Section: Pendahuluanunclassified

Tinjauan Filsafat Sains pada Konsep Horsepower dalam Pembelajaran Fisika

Asbanu

2024

U-Teach

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Teaching physics concepts using a philosophy of science approach is important for understanding how physical scientists develop theories. The concepts of quantities, units, and dimensions in physics, such as horsepower (hp), are fundamental to learning from school to college. However, there is still a lack of philosophical understanding of the concept of horsepower in the context of physics teaching, leading to a deficiency in this understanding. This study proposes a philosophical exploration of the concept of horsepower from the perspectives of epistemology, ontology, and axiology. The research methods used include in-depth literature studies, conceptual analysis, and case studies related to the implications of horsepower in automotive industrial engineering. The results demonstrate that the concept of horsepower can be examined from various philosophical perspectives, including aspects of epistemology in its development, ontology in understanding its existence, and axiology in considering the values associated with its use. This philosophical exploration not only enhances the understanding of physics concepts but also encourages deeper reflection on the relationship between humans, technology, and nature

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“…30 The difference in the assessment of creative writing, e.g., in the philosophy of science, will also depend on whether it is the philosophy of science for philosophy students or students of other disciplines -cf. 31…”

Section: Assessment In Epistemology Assessment In Epistemologymentioning

confidence: 99%

Selected Problems of Assessment in Teaching Philosophy

Ambrozy

2023

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The present paper discusses selected issues of evaluation in the teaching of philosophy. It deals with the issue under consideration on a general level since we do not differentiate between high school and college study performance assessment. Critical reflection focuses on the proper mode of evaluation in teaching the history of philosophy as and in the disciplines of systematic philosophy. In doing so, the close interrelation between the history of philosophy and its disciplines is considered. Three basic evaluative approaches are distinguished. These vary depending on whether the assessment is of the history of philosophy, logic, or other philosophical disciplines. The question of whether a philosopher or a philosophy teacher not directly involved in discussing philosophical issues is better as an evaluator is also investigated. Furthermore, the paper also articulates the reasons for preferring the first option.

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The Hows and whys of philosophy of science teaching: a comparative analysis

Cited by 5 publications

References 18 publications

Inclusivity in the Education of Scientific Imagination

Inclusivity in the Education of Scientific Imagination

Tinjauan Filsafat Sains pada Konsep Horsepower dalam Pembelajaran Fisika

Selected Problems of Assessment in Teaching Philosophy

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