摘要
科学教育强调学生理解科学的本质,而不仅仅是知识,这是因为科学与社会之间的联系越来越紧密,凸显了将科学看作了解世界的方式在认识论上的重要性。出于个体认识论的需要、科学研究的认识论特征以及科学外行与科学家在认知劳力上的区分,科学教育的目标转向受教育个体未来的社会行动,应培育学生建立对科学的信任和维护科学的认识论权威。为实现这种目标,科学教育应从理解科学的本质转向理解真实的科学实践的本质,在科学教育中呈现真实的而非理想化的科学实践,采纳基于科学哲学模型和理论的实用主义进路。科学哲学对科学实践的新近研究,虽然可以提供理论基础,但应该与科学教育进行建设性对话,更加关注非科学家理解科学的模式,将哲学模型转化为适合学生认知水平和需要、符合教学情境的教学资源。
Drawing on recent development in social epistemology and philosophy of science,this study explores the importance of understanding the nature of science in science education,more than just basic knowledge of science facts,which is to help students make evidence-based decisions on science-related issues in the future.Moreover,it clarifies that the job of science education from an epistemic perspective and the division of cognitive labor,is to establish or maintain the epistemic authority of science.Students should be provided with the recent researches on scientific practice in philosophy of science about the real and complex image of science,and the real practice of scientists in history of science to develop a richer and more authentic understanding of science.Philosophers of science need to engage in constructive conversation with the science education community to explore a schema of teaching scientific practices with a pragmatic approach that takes into account students,levels,their prior knowledge as well the context of learning.
作者
朱晶
Zhu Jing(Department of Philosophy,East China Normal University,Shanghai 200241,China)
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2020年第7期106-116,共11页
Journal of East China Normal University:Educational Sciences
基金
华东师范大学人文社会科学智库培育重点项目“科学合作中科学家的认知劳力分配与评价”(2018ECNUZKPY016)
华东师范大学2019年通识教育核心课程“科学史与科学方法”课程建设项目。
关键词
科学教育
认识论
科学哲学
认知劳力
科学的本质
science education
epistemology
philosophy of science
cognitive labor
nature of science
