Contextualizing the philosophy of science education
Insight from China
Bibliographic Data
| ID | 8858075 |
|---|---|
| Authors | Eryong Xue (0000-0002-7079-5027, Beijing Normal University), Jian Li (0009-0001-8947-8064, Beijing Normal University, corresponding author) |
| Year | 2022 |
| Volume | 56 |
| Issue | 10 |
| Pages | 946-955 |
| Publication date | 2022-08-16 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2022.2111256 |
| OpenAlex | W4292174066 |
| Language | EN |
| Citations received | 1 |
Understanding the nature of science is conducive to establishing a correct view of science and understanding the connotation of science education and the nature of scientific inquiry. This study aims to contextualize the philosophy of science education from China’s perspective. The value, goal, and content of science humanistic education, experience in China’s science education, and regionalization for promoting the development of science education in schools have been explored in this study. In addition, both the challenges facing science education and countermeasures of science education have also been offered in the last
China · Connotation · Engineering ethics · Epistemology · Higher education · Humanism · Humanistic education · Outline of social science · Pedagogy · Perspective (graphical · Philosophy education · Philosophy of computer science · Philosophy of education · Philosophy of science · Political science · Science education · Science, technology, society and environment education · Social science · Social science education · Sociology · Value (mathematics · Education and Critical Thinking Development · Engineering · Philosophy · Science Education and Pedagogy · Science Education and Perceptions
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |