Connections between philosophy of science and science education

1979 ◽  
Vol 9 (4) ◽  
pp. 329-332 ◽  
Author(s):  
Michael Martin
Keyword(s):  
Science Education ◽  
Philosophy Of Science

scholarly journals FILSAFAT ILMU KARL R. POPPER DAN THOMAS S. KUHN SERTA IMPLIKASINYA DALAM PENGAJARAN ILMU

HUMANIKA ◽  
2015 ◽  
Vol 22 (2) ◽  
pp. 39
Author(s):  
Slamet Subekti
Keyword(s):  
Science Education ◽  
Philosophy Of Science ◽  
Paradigm Shift ◽  
Role Models ◽  
Teaching And Learning ◽  
The Other ◽  
Other Hand ◽  
Puzzle Solving ◽  
Similarities And Differences ◽  
Practice Of Science

This article discusses about philosophy of science according to Karl R. Popper and Thomas S. Kuhn. There are similarities and differences between their views about how progress and what function of science.Apparently both Popper and Kuhn agree that science does not proceed by induction. However Kuhn disagrees with the view that science progresses by falsifiability through conjectures and refutations, but occurance by paradigm shift. Popper and Kuhn’s disagreement amounted to a distinction between two functions within the practice of science, one of criticism (Popper) and one of puzzle solving (Kuhn).Science education implies the teaching and learning of science interesting and fruitful in one hand, and teachers should be role models to students in the other hand

History and Philosophy of Science in Science Education, in Brazil

2013 ◽  
pp. 2271-2299
Author(s):  
Roberto de Andrade Martins ◽  
Cibelle Celestino Silva ◽  
Maria Elice Brzezinski Prestes
Keyword(s):  
Science Education ◽  
Philosophy Of Science ◽  
Education In Brazil

Problems with Teaching Astronomy in Japan

1991 ◽  
Vol 9 (1) ◽  
pp. 184-184 ◽  
Author(s):  
R. Miyawaki
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Philosophy Of Science ◽  
Know How ◽  
New Curriculum

AbstractBy 1989 a new curriculum in Japanese elementary and secondary schools had been devised and started. I will report on the contents of the new curriculum and point out some problems in teaching astronomy in Japan identified from the results of recent research in science education. Recent research shows that it is important to know how children’s ideas and misconceptions are constructed and what role the philosophy of science may play in shaping them.

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