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Science and Education: Notions of Reality, Theory and Model

  • John K. Gilbert
  • Mauricio Pietrocola
  • Arden Zylbersztajn
  • Creso Franco
Chapter

Abstract

It was argued in Chapter 1 that science education and technology education should both be as ‘authentic’ as possible and that modelling and models, for which a typology was proposed, can form a bridge between the two. However, modelling and models must be seen within a broader context, that of the relationship between notions of ‘reality’, ‘theory’ and ‘model’, for two reasons. First, science education, which aspires to be authentic, must be based on an historically and philosophically valid view of the nature of science, in which these three notions play important parts. Second, it can be argued that perhaps, to some extent and in some way, the development of ideas by an individual parallels (or can be seen as a metaphor for) the development of ideas in science. The treatment of the reality/theory/model relationship given in this Chapter, which is of importance in its own right, is set within the second of these two reasons because it subsumes the first.

Keywords

Science Education Conceptual Change Ontological Model Realist View Normal Science 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2000

Authors and Affiliations

  • John K. Gilbert
    • 1
  • Mauricio Pietrocola
    • 2
  • Arden Zylbersztajn
    • 2
  • Creso Franco
    • 3
  1. 1.The University of ReadingUK
  2. 2.Federal University of Santa CatarinaBrazil
  3. 3.Catholic University of Rio de JaneiroBrazil

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