| Philosophy, Science, Education and Culture 2005 Edition Contributor(s): Nola, Robert (Author), Irzik, Gürol (Author) |
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ISBN: 1402037694 ISBN-13: 9781402037696 Publisher: Springer OUR PRICE: $313.49 Product Type: Hardcover - Other Formats Published: January 2006 Annotation: Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - Science & Technology - Science | Study & Teaching |
| Dewey: 507.1 |
| LCCN: 2007398866 |
| Series: Science & Technology Education Library |
| Physical Information: 1.13" H x 6.14" W x 9.21" (1.95 lbs) 490 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts. |