Worldview Theory and Science Education Research

Abstract

In the general field of misconception research there are researchers interested in students' epistemological structures per se} Gilbert and Swift (1985, p.682) note that "an emerging 'invisible college' for what we have termed the 'alternative conceptions movement' (ACM) appears to be gradually emerging." According to Osborne and Wittrock: over the last few years there has been a growing awareness among science educators of the importance, for learning, of the conceptions that children of all ages bring with them to science lessons. (1983, p.489) An important premise in ACM research and something that separates it from other misconception research is the premise that children's ideas, arc not simply isolated ideas...but rather they are part of conceptual structures which provide a coherent and sensible understanding of the world from the child's point of view. (Gilbert et al., 1982, p.623) While applauding the shift away from isolated views labeled misconceptions and toward the recognition that children hold integrated views representing reality, Hills argued that the ACM researchers nevertheless continue the misconception assumption that the student's view is to be judged as a scientific view. For example, though Osborne and Wittrock (1983, p.489) wrote: a most important feature of these studies is the attempt to establish the views children hold whether or not these views are congruent with those of scientists, the underlying assumption is that the student views are eventually to be judged on scientific grounds. Those views found wanting are deemed in need of change. The assumptions suggest things about the researchers' own world views and indeed opens them to the charge of scientism. The line between science and scientism is crossed when one insists that validity of student views or ideas must be solely determined on scientific grounds, as if to say there are no other legitimate grounds for assessing validity. Quite the contrary, student views, 'See for examples. Driver, Guesne & Tiberghein (1985); Driver & Easley (1978); Fensham (1980); Freyberg & Osborne (1981). 'According to Wolters (1989) the best English term for the German Weltanschauung is worldview as a single word. However, in American dictionanes world view is always two words. That is how it most often appears in the scholarly literature and how it appears in this monograph. Related concepts for world view that occasionally appear m the education literature are root metaphor, world hypothesis, view of nature, view of reality, and perceptual framework. Often these concepts are incorrectly used as synonyms for world view. The study of foreign relations requires a concept such as world view. World view research means seeking to know more about students' presuppositions about the world, their epistemological macrostructures. It is a logical extension of current research avenues although some may see world view as an issue only in conjunction with gender and culture. This tendency to assume general homogeneity amongst students, however, may be the very a...

La Naturaleza Proveedora De Bienestar Y Belleza, Un Discurso Desde La Perspectiva Llanera Que Enriquece La Clase De Ciencias.

“…Por lo anterior, se asume que se trata de una clase de ciencias en la cual coexisten valores y creencias culturalmente diferenciadas, donde pueden existir negociaciones y traspasos de fronteras culturales. (Aikenhead, 2001(Aikenhead, , 1997(Aikenhead, , 1996Cobern & Loving 2001;Cobern, 1996aCobern, , 1996bCobern, , 1994Cobern, , 1991Kawasaki, 1997Kawasaki, , 1996Molina, 2012Molina, , 2002Molina, , 2000Molina et al, 2006). Molina (2000Molina ( , 2004 propone el concepto de Conglomerado de Relevancias, que estudia las interrelaciones entre conocimiento y cultura, postulando que el significado es dependiente del contexto y que la significación de la experiencia se puede llevar al lenguaje, el cual evidencia los valores (Ricoeur, 2006), las creencias, y aquello que es significativo.…”

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