Philosophy of Science, Science and Science Education

Hodson, Derek

doi:10.1080/03057268508559922

Cited by 246 publications

(215 citation statements)

References 113 publications

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“…Rather, they are a subset of the multifaceted tenets that make up the nature of science construct, albeit a subset that is consistent with the recommendations of science educators (e.g., Duschl, 1990;Hodson, 1985Hodson, , 1988Lederman et al, in press;Robinson, 1965;Smith et al, 1997), recent science education reform documents (AAAS, 1989(AAAS, , 1993NRC, 1996), and the writings of science philosophers (e.g., Feyerabend, 1978;Giere, 1984;Kuhn, 1970;Lakotos, 1978;Popper, 1963Popper, , 1988). However, it is possible that other representations of the nature of science could be more salient to decision making than the one used in this investigation.…”

Section: Discussionmentioning

confidence: 91%

“…It is not surprising that in such an environment, students often develop the misconception that scientific knowledge is portrayed as the result of steady and unproblematic accumulation of confirmed hypotheses (Carey & Smith, 1993). This view is essentially inductivist or empiricist and overemphasizes the role of data in the construction of scientific knowledge (Hodson, 1985(Hodson, , 1988Nadeau & Desautels, 1984;Strike & Posner, 1985).…”

Section: Discussionmentioning

confidence: 99%

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Understandings of the nature of science and decision making on science and technology based issues

2003

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ABSTRACT:The purpose of this investigation was to explicate the role of the nature of science in decision making on science and technology based issues and to delineate factors and reasoning associated with these types of decisions. Twenty-one volunteer participants purposively selected from the faculty of geographically diverse universities completed an open-ended questionnaire and follow-up interview designed to assess their decision making on science and technology based issues. Participants were subsequently placed in one of two groups based upon their divergent views of the nature of science as assessed by a second open-ended questionnaire and follow-up interview. Profiles of each group's decision making were then constructed, based on participants' previous responses to the decision making questionnaire and follow-up interviews. Finally, the two groups' decisions, decision influencing factors, and decision making strategies were compared. No differences were found between the decisions of the two groups, despite their disparate views of the nature of science. Participants in both groups based their decisions primarily on personal values, morals/ethics, and social concerns. While all participants considered scientific evidence in their decision making, most did not require absolute "proof," even though many participants held absolute conceptions of the nature of science. Overall, the nature of science did not figure prominently in either group's decisions. These findings contrast with basic assumptions of current science education reform efforts and call for a re-examination of the goals of nature of science instruction. Developing better decision making skills-even on science and technology based issues-may involve other factors, including more value-based instruction and attention to intellectual/moral development.

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Understandings of the nature of science and decision making on science and technology based issues

2003

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“…En cuanto a la concepción epistemológica, para efectos del estudio, ésta se encaró desde los presupuestos constructivistas, basados en la lógi-ca deductiva, en la que se considera que el conocimiento es una construcción colectiva (Hodson, 1985). Para sostener los presupuestos constructivistas se partió de los planteamientos de Popper (1962), quien rechaza la idea de que el conocimiento se desarrolla a partir de la aplicación de la lógica inductiva.…”

Section: Aspecto Epistemológico Generalunclassified

Estudio Inicial De Dos Programas Para La Formación De Licenciados en Química

Rodríguez¹,

Badillo²

2004

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RESUMENEl presente artículo se deriva de un trabajo de investigación realizado en torno a las concepciones epistemológicas, didácticas y pedagógicas que orientan la formación inicial de profesores de quími-ca de dos programas de universidades oficiales de Bogotá, Colombia.Palabras clave: Formación inicial de profesores, ciencias, epistemología, didáctica, pedagogía, currículo y ciencia. ABSTRACTThe present paper comes from a research work about the epistemological, didactical and pedagogical conception that leads the chemistry teacher´s initial training of two state universities programs in Bogotá, Colombia.

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“…En la dimensión de las actitudes puede sernos útil distinguir, siguiendo a Hodson (1985), entre los siguientes tipos de actitud:…”

Section: La Dimensión De Las Actitudesunclassified

LA FORMACIÓN DE PROFESORES DE QUÍMICA “Un proyecto curricular por competencias”

Parga¹

2001

TED

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Abstractln this article a positioning is presented in connection with the professor's of sciences new lists in front of the social necessities and to the scientific and technological advances, that which demands a radical revision and critic of the formation prograrns approaching thern, on one hand, from the legal perspective and on the other hand from the wise and creative imagination of the future scenarios where he will have to act the future professor, what will demand from a series of basic, procedural and investigative competitions that they will facilitate him a bigger and better acting professional.The article is guided toward the presentation of a conceptual analysis en some of the fundamental aspects on which he leans on the experimental curricular project for the formation of Graduates in chemistry. The relating one theoretical, it leaves articulating that that the didactic investigation had contributed in connection with what should know, to know how to make and to know how to be a chemistry professor and the curriculum with their elements and dimensions like scenario experimental generator of possibilities for the construction and formation of the basic, procedural and investigative competitions in the future professors, such that manifest, in the context of the chemistry and their teaching, that knowledge and knowledge to make in the field of acting human characteristic of the educator in chemistry. RESUMENEn este artículo se presenta un posicionamiento en relación con los nuevos roles del profesor de ciencias frente a las necesidades sociales y a los avances científicos y tecnológicos, lo cual exige una revisión radical y crítica de los programas de formación abordándolos, por una parte, desde la perspectiva legal y por otra parte desde la imaginación prudente y creativa de los futuros escenarios donde tendrá que actuar el futuro profesor, lo que exigirá de una serie de competencias básicas, procedimentales e investigativas que le posibilitarán un mayor y mejor desempeño profesional.El articulo se orienta hacia la presentación de un análisis conceptual sobre algunos de los aspectos fundamentales sobre los cuales se apoya el proyecto curricular experimental para la formación de Licenciados en química. El referente teórico, parte articulando lo que la investigación didáctica a aportado en relación con lo que debe saber, saber hacer y saber ser un profesor de química y el currículo con sus elementos y dimensiones como escenario experimental posibilitador de la construcción y formación de las competencias básicas, procedimentales e investigativas en los futuros profesores, tal que manifiesten, en el contexto de la química y su enseñanza, ese saber y saber hacer en el campo del actuar humano propio del educador en química. * Profesor Universidad Pedagógica Nacional.

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Philosophy of Science, Science and Science Education

Cited by 246 publications

References 113 publications

Understandings of the nature of science and decision making on science and technology based issues

Understandings of the nature of science and decision making on science and technology based issues

Estudio Inicial De Dos Programas Para La Formación De Licenciados en Química

LA FORMACIÓN DE PROFESORES DE QUÍMICA “Un proyecto curricular por competencias”

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