科学中的实践推理和决策:为真理而斗争

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2020-07-02 DOI:10.1080/00461520.2020.1784735

R. Duschl

{"title":"科学中的实践推理和决策:为真理而斗争","authors":"R. Duschl","doi":"10.1080/00461520.2020.1784735","DOIUrl":null,"url":null,"abstract":"Abstract Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and quests for the truth. Implications are presented for how a “Context of Development” approach can address “knowledge about science” learning goals and provide a framework for embedding struggles into the design of investigations and inquiries. The goal is providing learners/citizens with opportunities to acquire and make sense of evidence and then deploy that evidence for evaluating and explaining natural and social systems.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"81 1","pages":"187 - 192"},"PeriodicalIF":14.3000,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"14","resultStr":"{\"title\":\"Practical reasoning and decision making in science: Struggles for truth\",\"authors\":\"R. Duschl\",\"doi\":\"10.1080/00461520.2020.1784735\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and quests for the truth. Implications are presented for how a “Context of Development” approach can address “knowledge about science” learning goals and provide a framework for embedding struggles into the design of investigations and inquiries. The goal is providing learners/citizens with opportunities to acquire and make sense of evidence and then deploy that evidence for evaluating and explaining natural and social systems.\",\"PeriodicalId\":48361,\"journal\":{\"name\":\"Educational Psychologist\",\"volume\":\"81 1\",\"pages\":\"187 - 192\"},\"PeriodicalIF\":14.3000,\"publicationDate\":\"2020-07-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"14\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Psychologist\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/00461520.2020.1784735\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychologist","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00461520.2020.1784735","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 14

摘要

知识构建动态是科学界的核心，涉及对话、辩论、探究和有争议的推理。完善和发展知识是大学前教育项目中经常缺失的动力。实践推理和人类决策是知识建设斗争和对真理的追求中必不可少的认知和社会动力。本文提出了“发展背景”方法如何解决“关于科学的知识”的学习目标，并提供了一个框架，将斗争嵌入到调查和询问的设计中。目标是为学习者/公民提供获取和理解证据的机会，然后利用这些证据来评估和解释自然和社会系统。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Practical reasoning and decision making in science: Struggles for truth

Abstract Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and quests for the truth. Implications are presented for how a “Context of Development” approach can address “knowledge about science” learning goals and provide a framework for embedding struggles into the design of investigations and inquiries. The goal is providing learners/citizens with opportunities to acquire and make sense of evidence and then deploy that evidence for evaluating and explaining natural and social systems.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.