马丁·埃格尔研究计划:科学教育中的哲学解释学原理

Maria DO Carmo Galiazzi, Robson Simplicio DE Sousa
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引用次数: 0

摘要

摘要:本文从一个理论研究项目开始,试图映射哲学解释学(PH)在科学教育(SE)中的传统,合成不同作者在科学教育(SE)中承担PH的作品。我们的目标是提出明确的PH和SE的研究计划,因为我们在此基础上量身定制了自己的研究计划。我们从Martin Eger的研究开始,他是英语讨论的先驱之一,他提出了科学教育哲学(PSE)。该计划的理由是PH提供了理解语言作用的论据,这有助于面对教师在自然科学教学和学习中的日常挑战。在本文中,基于对汉斯-乔治·伽达默尔发展的PH的简要讨论,我们研究了马丁·埃格尔的工作。伽达默尔提出的一些概念,如解释学循环、视界的扩展和融合,以及埃格尔提出的三重解释学,支持了对自然科学语言的理解,从而消除了主体与客体之间的分离;通过这种方式,学生、培训教师、教育和科学领域的教授和研究人员以及科学家都可以被视为自然科学的诠释者。通过将自然科学的作品和艺术作品结合在一起,在整个科学知识的生产和学生的学习过程中进行一连串的解释,埃格尔的学术作品通过拯救路径和评论,为理解科学教学的历史提供了论据。同时,它也给我们带来了思考当下的灵感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE MARTIN EGER RESEARCH PROGRAM: PRINCIPLES OF PHILOSOPHICAL HERMENEUTICS IN SCIENCE EDUCATION
ABSTRACT: This text begins with a theoretical research program that seeks to map the tradition of Philosophical Hermeneutics (PH) in Science Education (SE), producing syntheses of works by different authors who assumed the PH in SE. The objective is to present research programs that articulated PH and SE as we tailored our own research program based on them. We started with the research on the work of Martin Eger, one of the pioneers in this discussion in English, who proposed a Philosophy of Science Education (PSE). The justification for this program is that PH provides arguments for understanding the role of language, which contributes to facing the daily challenges of teachers in Natural Sciences teaching and learning. In this text, based on a brief discussion of PH as developed by Hans-Georg Gadamer, we have studied Martin Eger's work. Some of the concepts proposed by Gadamer, such as the hermeneutic circle and the expansion and fusion of horizons, as well as the triple hermeneutics, proposed by Eger, have supported the understanding of the language of Natural Sciences, thus undoing the separation between subject and object; in this way, students, teachers in training, professors and researchers in Education and Science Education, as well as scientists, can be seen as interpreters of the Natural Sciences. By bringing together the work of Natural Sciences and the work of art in a cascade of interpretations throughout the production of scientific knowledge and its learning by students, Eger's academic production provides arguments to understand the very history of Science Teaching, by rescuing paths and reviews. At the same time, it brings inspiration to think about the present.
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