ERIC Number: ED307143
Record Type: RIE
Publication Date: 1989
Reference Count: 0
Current Models in Philosophy of Science: Their Place in Science Teacher Education.
Many believe that whether teachers teach students to "do" science, teach about science, or teach about technology instead, science teachers should be as culturally literate about science as possible. Also, it is believed that a philosophy of science course which uses history of science, some normative epistemologies, practical examples, and current post-modernist views could promote that cultural literacy. The purpose of this study is to explore the need for a historically vibrant philosophy of science course; evaluate the current status of such programs; and offer an initial framework to science teacher educators for a course in philosophy of science. As a result of a literature search, a 17-institution survey, and a methods texts evaluation, important questions in philosophy of science have emerged which need to be included in science teacher education programs. The final contribution in this study is a framework which begins to address specific important issues such as the nature of theories, the quality of explanations, and how various confirmatory techniques differ. The paper describes purpose, methods, results, and methods text evaluation, as well as a model or framework for philosophically valid questions about science. Appendices include a questionnaire, a list of institutions surveyed, the text of the qualitative evaluation, and 44 references. (RT)
Descriptors: College Science, Educational Research, Epistemology, Higher Education, Methods Courses, Methods Teachers, Philosophy, Preservice Teacher Education, Science History, Science Teachers, Teacher Education, Teacher Education Curriculum, Teacher Education Programs, Teacher Educators, Teacher Effectiveness
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Researchers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (62nd, San Francisco, CA, March 30-April 1, 1989).