Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate "Theory of Knowledge" Course

Autor/in	Zemplen, Gabor A.
Titel	Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate "Theory of Knowledge" Course
Quelle	In: Science & Education, 16 (2007) 2, S.167-196 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-006-6387-0
Schlagwörter	International Education; Secondary Education; Student Interests; Natural Sciences; Critical Thinking; Teaching Methods; Constructivism (Learning); Investigations; Textbooks; History; Philosophy; Persuasive Discourse; Courses + Suchen Sie Ihr Suchwort? Internationale Erziehung; Sekundarbereich; Studieninteresse; Naturwissenschaften; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Untersuchung; Textbook; Text book; Schulbuch; Lehrbuch; Geschichte; Geschichtsdarstellung; Philosophie; Persuasion; Persuasive Kommunikation; Kursangebot
Abstract	The article investigates the "Theory of Knowledge" course of the "International Baccalaureate Organization." After a short overview of the aims and objectives of the course, the assessment criteria and a popular textbook are investigated. Shortcomings concerning the treatment of the natural sciences are highlighted and the problem is generalised to courses or curricula that aim to reconcile agendas focusing on critical thinking and philosophical analysis on the one hand and traditional science subject-agendas on the other. The article argues that these problems also surface in the actual teaching practice and their implications for the curricula need to be taken more seriously. Three possible alternatives to overcome these problems are outlined. The first is based on novel work in history and philosophy of science, the second on general theories of argumentation, and the third on systematic exploration of student interests and stakes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10