Science Teaching as Educational Interrogation of Scientific Research
Bibliographic Data
| ID | 8859161 |
|---|---|
| Authors | Dimitri Ginev (0000-0002-1908-1651, a Zukunftskolleg, University of Konstanz, corresponding author) |
| Year | 2013 |
| Volume | 45 |
| Issue | 5 |
| Pages | 584-597 |
| Publication date | 2013-02-07 |
| Peer Reviewed | Yes |
| 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 | 10.1080/00131857.2013.765793 |
| OpenAlex | W2084624190 |
| Language | EN |
| Citations received | 2 |
| References cited | 7 |
The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of scientific research consists of four groups of issues. The ultimate aim of this kind of science teaching is the education of ‘internal critics of science' who are able to make explicit hidden possibilities of doing research
Argument (complex analysis · Constitution · Diversity (politics · Epistemology · Interrogation · Pedagogy · Phenomenology (philosophy · Political science · Politics · Representation (politics · Science education · Sociology · Education and Cultural Studies · Educational Philosophies and Pedagogies · Language and Culture · Law · Philosophy
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |