{"title":"The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science","authors":"Antonio García-Carmona","doi":"10.1007/s11191-024-00495-2","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with a balanced integration of both epistemic and non-epistemic aspects of NOS, have reason to celebrate. The development of the family resemblance approach (FRA) to NOS, initially proposed by Irzik and Nola (<span>2011</span>, <span>2014</span>), and then suitably adapted by Erduran and Dagher (<span>2014</span>) for science education, has cemented such a purpose in the current literature on NOS teaching research. But, like all scientific milestones, there are antecedents that, in some way, have also contributed to building the path that has brought us to this point. Therefore, it is fair to acknowledge them. Thus, the aim of this article is to provide a critical discussion of all of this and to make an explicit acknowledgement of some of these antecedents, such as the framework of the science-technology-society (STS) tradition, among others, without undermining the important role of the FRA in achieving the current predominant vision of holistic NOS teaching.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11191-024-00495-2","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with a balanced integration of both epistemic and non-epistemic aspects of NOS, have reason to celebrate. The development of the family resemblance approach (FRA) to NOS, initially proposed by Irzik and Nola (2011, 2014), and then suitably adapted by Erduran and Dagher (2014) for science education, has cemented such a purpose in the current literature on NOS teaching research. But, like all scientific milestones, there are antecedents that, in some way, have also contributed to building the path that has brought us to this point. Therefore, it is fair to acknowledge them. Thus, the aim of this article is to provide a critical discussion of all of this and to make an explicit acknowledgement of some of these antecedents, such as the framework of the science-technology-society (STS) tradition, among others, without undermining the important role of the FRA in achieving the current predominant vision of holistic NOS teaching.
摘要 多年来，科学本质（NOS）教学的霸权方法主要侧重于理解科学建构所涉及的一些认识论（即理性或认知）方面。因此，非认识论（即非理性、情境或科学外）性质的方面在这些占主导地位的科学本质（NOS）教学建议中实际上被忽视了。然而，我们中那些主张更全面地开展 NOS 教学，均衡地整合 NOS 的认识论和非认识论两个方面的人，有理由庆贺。最初由伊尔齐克（Irzik）和诺拉（Nola）（2011 年，2014 年）提出，后经埃尔杜兰（Erduran）和达格尔（Dagher）（2014 年）适当改编用于科学教育的 "NOS 家族相似性方法"（FRA）的发展，巩固了当前 NOS 教学研究文献中的这一宗旨。但是，就像所有科学里程碑一样，一些先行者在某种程度上也为我们走上这条道路做出了贡献。因此，我们应该对它们表示感谢。因此，本文的目的是对所有这一切进行批判性的讨论，并明确承认其中的一些先行者，如科学-技术-社会（STS）传统的框架等，同时又不削弱 FRA 在实现当前占主导地位的整体性 NOS 教学愿景方面的重要作用。
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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