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Reflecting on Nature of Science Through Philosophical Dialogue

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Nature of Science in Science Instruction

Part of the book series: Science: Philosophy, History and Education ((SPHE))

Abstract

Addressing the epistemological issues and philosophical questions characteristic of the nature of science can be a challenge for science teachers less used to dealing with uncertainties, multiple perspectives and non-consensus situations and pedagogical approaches associated with this. In this chapter, we argue that science teachers can be supported to teach the nature of science by incorporating an approach consistent with teaching and learning in philosophy. We will explore how philosophical dialogue with young people in science contexts can enhance reflection about and understanding of the nature of science. We explore, using examples, the potential of philosophical dialogue to stimulate discussions about the nature of science. This implies a shift in role of the teacher towards a facilitator of philosophical dialogue. The chapter is informed by our experiences of practical approaches to philosophical dialogue and draws on research literature relating to dialogic teaching in philosophy and the use of philosophical dialogue in science.

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Author information

Authors and Affiliations

  1. Department of Education, University of York, Heslington, York, UK

    Lynda Dunlop & Jelle de Schrijver

Authors
  1. Lynda Dunlop
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  2. Jelle de Schrijver
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Corresponding author

Correspondence to Lynda Dunlop .

Editor information

Editors and Affiliations

  1. College of Education & Health Professions, University of Arkansas, Fayetteville, AR, USA

    William F. McComas

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Dunlop, L., de Schrijver, J. (2020). Reflecting on Nature of Science Through Philosophical Dialogue. In: McComas, W.F. (eds) Nature of Science in Science Instruction. Science: Philosophy, History and Education. Springer, Cham. https://doi.org/10.1007/978-3-030-57239-6_12

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  • DOI: https://doi.org/10.1007/978-3-030-57239-6_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-57238-9

  • Online ISBN: 978-3-030-57239-6

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