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ERIC Number: EJ1011319
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0013-1857
Science Teaching as Educational Interrogation of Scientific Research
Ginev, Dimitri
Educational Philosophy and Theory, v45 n5 p584-597 2013
The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of scientific research consists of four groups of issues. The ultimate aim of this kind of science teaching is the education of "internal critics of science" who are able to make explicit hidden possibilities of doing research. (Contains 10 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A