Include history and philosophy of science courses in preservice and graduate science teacher education programmes¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The preface recommends that science teacher education address epistemology directly: teachers need not just first-order understanding of subject content but second-order understanding of its epistemology and place in the intellectual scheme of things. It states that "One way to reduce these deficiences in science education debate is to have history and philosophy of science courses included in preservice and graduate programmes," a goal the journal Science & Education promotes.

Design Implications¶

Context¶

Requirements¶

• Teacher educators willing to engage with history and philosophy of science literature

Constraints¶

• The preface notes teachers are inadequately prepared for epistemological questions by standard programmes of science teacher education

Target Learners¶

• preservice science teachers
• graduate science education students

Target Learning Goals¶

• second-order understanding of science subject matter
• understanding the nature of science

Claims¶

• Cognitive constructivism has strong empirical support and suggests new directions for science education, and must be distinguished from metaphysical constructivism [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Michael R. Matthews (ed.). (1998). Constructivism in Science Education: A Philosophical Examination. Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-5032-3