Is There a Limit to Resemblances?

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2022-10-11 DOI:10.1007/s11191-022-00394-4

Wonyong Park, Richard Brock

{"title":"Is There a Limit to Resemblances?","authors":"Wonyong Park, Richard Brock","doi":"10.1007/s11191-022-00394-4","DOIUrl":null,"url":null,"abstract":"<div><h2>Abstract\n</h2><div><p>The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that are not scientific but pose as science. This would be an undesirable consequence for science educators, particularly given the increasing need for individuals to discern pseudoscientific claims circulated on social media from scientific information. Many pseudoscientific and non-scientific activities resemble science in terms of their aim to explain nature, their use of evidence-based methods, and their interrelation with politics and society. In this theoretical article, we build on the concept of family resemblance to consider how it can simultaneously explain the diversity and unity of science and help students to learn about the nature of science and that of pseudoscience in science education. We put forward three principles that can guide teaching about pseudoscience based on the family resemblance conceptualisation of science.</p></div></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1265 - 1286"},"PeriodicalIF":2.1000,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00394-4.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s11191-022-00394-4","RegionNum":3,"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

The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that are not scientific but pose as science. This would be an undesirable consequence for science educators, particularly given the increasing need for individuals to discern pseudoscientific claims circulated on social media from scientific information. Many pseudoscientific and non-scientific activities resemble science in terms of their aim to explain nature, their use of evidence-based methods, and their interrelation with politics and society. In this theoretical article, we build on the concept of family resemblance to consider how it can simultaneously explain the diversity and unity of science and help students to learn about the nature of science and that of pseudoscience in science education. We put forward three principles that can guide teaching about pseudoscience based on the family resemblance conceptualisation of science.

查看原文本刊更多论文

相似有极限吗?

摘要近年来，家族相似性的概念作为科学教育研究中表征科学本质(NOS)的一种有前途和富有成效的方法出现，为一些令人困惑的挑战提供了解决方案，例如用单一框架捕捉科学的一般领域和特定领域特征。然而，与此同时，有人批评说，这种相似之处最终可能会延伸到某些不科学但冒充科学的活动上。对于科学教育者来说，这将是一个不受欢迎的后果，特别是考虑到个人越来越需要从科学信息中辨别社交媒体上传播的伪科学主张。许多伪科学和非科学活动在解释自然的目的、使用循证方法以及与政治和社会的相互关系方面与科学相似。在这篇理论文章中，我们以家庭相似性的概念为基础，考虑它如何同时解释科学的多样性和统一性，并帮助学生在科学教育中了解科学的本质和伪科学的本质。基于科学的家族相似性概念，我们提出了指导伪科学教学的三条原则。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Science & Education Social Sciences-Education

CiteScore

5.90

自引率

0.00%

发文量

1117

审稿时长

6-12 weeks

期刊介绍： Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education. Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science. The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes. The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy. Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.