TY - JOUR
T1 - Science education and philosophy of science
T2 - Congruence or contradiction?
AU - Burbules, Nicholas C.
AU - Linn, Marcia C.
PY - 1991
Y1 - 1991
N2 - In this paper, we examine the goals and methods of science education from the standpoint of recent trends in the philosophy of science. Specifically, we consider the implications for science curricula and instruction of new perspectives on scientific knowledge, on the nature of evidence, and on how knowledge changes. We argue that much of science education remains mired in outmoded positivist assumptions, and suggest specific ways in which science instruction can promote a more appropriate epistemological attitude and provide a more accurate sense of the scientific enterprise.
AB - In this paper, we examine the goals and methods of science education from the standpoint of recent trends in the philosophy of science. Specifically, we consider the implications for science curricula and instruction of new perspectives on scientific knowledge, on the nature of evidence, and on how knowledge changes. We argue that much of science education remains mired in outmoded positivist assumptions, and suggest specific ways in which science instruction can promote a more appropriate epistemological attitude and provide a more accurate sense of the scientific enterprise.
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U2 - 10.1080/0950069910130302
DO - 10.1080/0950069910130302
M3 - Article
AN - SCOPUS:0001702650
SN - 0950-0693
VL - 13
SP - 227
EP - 241
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 3
ER -