Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science

Shi, Xiaoming

doi:10.1007/s11191-020-00173-z

Cited by 13 publications

(4 citation statements)

References 41 publications

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“…Sistem satuan daya hp saat ini dianggap sebagai warisan ilmiah yang diterima secara umum, sering kali keberadaannya tidak dijelaskan secara mendalam dalam konteks pengajaran fisika. Hal ini menyebabkan kekurangan dalam pemahaman filosofis dari konsep tersebut, terutama dalam kaitannya dengan epistemologi, ontologi, dan aksiologi (Shi, 2021;Nagatsu et al, 2020;Koponen & Mäntylä, 2006). Oleh karena itu, perlu untuk mengkaji konsep hp dengan cermat dari berbagai sudut pandang filosofis, sebagai bagian integral dari pembelajaran konsep daya dalam lingkungan kelas fisika.…”

Section: Pendahuluanunclassified

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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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Section: Pendahuluanunclassified

“…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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“…Science educators have reached a certain degree of consensus in recent years that science education needs to consider culture-related aspects in NOS teaching (e.g., Mutegi, 2011;Kiang and Szeto, 2021). Some researchers (e.g., Mutegi, 2011;Wan et al, 2018;Kiang and Szeto, 2021;Shi, 2021) reported that the prevailing teaching approaches in science education are not likely to meet the social needs of students from non-Western countries; also, the core, when it comes to the future of science education, is in understanding, supporting and using different cultures as learning resources rather than hurdles, with a view to expanding human awareness and values. Consensus on the value of the history of science has been reached to a good extent, and there are many investigations in teaching (e.g., Rudge et al, 2014;Williams and Rudge, 2016) but largely limited to the Western history of science (Walls, 2012).…”

Section: Teaching Nos Through Contemporary Cases From Local Scientistsmentioning

confidence: 99%

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Wan

Subramaniam

2023

Chem. Educ. Res. Pract.

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Though there are a multiplicity of approaches that have been used to promote Nature of Science (NOS) among school students, an approach based on exploration of a scientific discovery indigenous to the sample population, of contemporary interest, and based on a topic outside the school science syllabus seems to be lacking in the literature. This study focused on Chinese high school students (N = 98), using the discovery of an anti-malarial drug by a recent Nobel Prize winning Chinese scientist as a focus. A popular science article on this discovery formed the basis for the intervention, and a mainly qualitative approach was used. Variants of an explicit-reflective approach were used for the three groups formed by random sampling for the intervention. The four NOS attributes targeted were: socio-cultural, empirical nature, scientific method, and creativity/imagination, and these were explicitly interrogated through four open-ended questions, respectively. Responses to these questions were parked into five rating levels, which helped to explicate the extent to which the samples were able to provide descriptors to characterize their understandings. The approach based on reading of the article followed by student discussions and mediation by the instructor showed, overall, more gains in NOS as compared to just (1) reading/re-reading of the article and reflecting on it, and (2) reading of the article followed by small sub-group discussions and reflecting on it. It is suggested that there is a case for using indigenous scientific discovery as an approach to foster interest in NOS among students. Some implications of the study are discussed.

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“…Although many studies have investigated perceptions about science of high school students (Songer and Linn, 1991;Griffiths and Barry, 1993;Griffiths and Barman, 1995;Tsai, 1998;Shi, 2021), college/university students (Liu and Tsai, 2008;Vhurumuku, 2010;Sangsa-ard et al, 2014;Akgun and Kaya, 2020), and science teachers (Abell and Smith, 1994;Leblebicioglu et al, 2021) in both Western and non-Western countries, only a limited number of studies have focused on primary school Students' perceptions about science (e.g., BouJaoude and El Khalick, 1995;Stein and McRobbie, 1997;Kang et al, 2005). In what follows, we present these studies in more detail.…”

Section: Literature Review Students' Perceptions About Sciencementioning

confidence: 99%

Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle

Chionas

Emvalotis²

2022

Front. Educ.

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This study examined the perceptions of upper primary grade level students about science, scientists, and their work. Participants were 284 fifth- and sixth-grade students (aged 10–12) from six urban areas of Attica (Greece). An open-ended questionnaire was employed for data selection. Students’ responses were analyzed both qualitatively (through thematic analysis) and quantitatively. The findings suggest that the participants in this study hold distinct perceptions of what science is, who a scientist is, and how science is done. Although most students referred to science and scientists in a positive light, our findings suggested that they held traditional and narrow perceptions of such issues (e.g., a scientist is a brilliant, talented person who works in natural sciences, science is a contributor to human welfare, or science is a product). Our data also suggested that the students could not make a clear distinction between science and technology, concepts that were used interchangeably in our study. Educational implications that may help breaking these naïve perceptions were discussed.

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Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science

Cited by 13 publications

References 41 publications

Tinjauan Filsafat Sains pada Konsep Horsepower dalam Pembelajaran Fisika

Tinjauan Filsafat Sains pada Konsep Horsepower dalam Pembelajaran Fisika

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle

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