By Michael R. Matthews (auth.), P. V. Kokkotas, K. S Malamitsa, A. A. Rizaki (eds.)
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Extra info for Adapting Historical Knowledge Production to the Classroom
This is that current science will turn out to be chapters in future history 27 PSILLOS of science books and hence that the teaching of current scientific theories is not the teaching of a relatively stable and, by and large true, image of the world and of its deep structure, but rather the teaching of born-to-be-abolished failed explanations and hypotheses. Before we examine in this problem for science education, let us take a closer look at the Pessimistic Meta-Induction (PMI). 7. THE PESSIMISTIC META-INDUCTION Larry Laudan has argued that the history of science is full of theories which were once empirically successful and yet turned out to be false.
The discussion of Laplace’s advanced theory presented above is meant, among other things, to meet some of Chang’s criticisms concerning the actual historical development of the caloric theory. Though Poincaré took it that that there is an inherent limitation in what of the world can be known: its structure as opposed to how things are in themselves. This limitation was the child of Poincaré’s adherence to some form of empiricism and some form of neo-Kantianism. It has been known as structural realism and need not concern us here (see my 2009).
This label was coined by Duschl (1990) to describe the common phenomenon by which we share the current understanding of science with learners but rarely discuss the development of that understanding. This tradition may seem efficient but it depersonalizes the scientific enterprise, results in textbooks that are much less interesting than they might be otherwise and removes a fertile source of material that could be used to help students see the rules of the game of science in context (Allen & Baker, 2001).
Adapting Historical Knowledge Production to the Classroom by Michael R. Matthews (auth.), P. V. Kokkotas, K. S Malamitsa, A. A. Rizaki (eds.)