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| Autor/in | Roth, Wolff-Michael |
|---|---|
| Titel | "Enracinement" or the Earth, the Originary Ark, Does Not Move: On the Phenomenological (Historical and Ontogenetic) Origin of Common and Scientific Sense and the Genetic Method of Teaching (For) Understanding |
| Quelle | In: Cultural Studies of Science Education, 10 (2015) 2, S.469-494 (26 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-014-9606-z |
| Schlagwörter | Science Education; Science Instruction; Phenomenology; Alienation; Scientific Attitudes; Children; Familiarity; Scientific Concepts; Genetics; Teaching Methods |
| Abstract | For many students, the experience with science tends to be alienating and uprooting. In this study, I take up Simone Weil's concepts of "enracinement" (rooting) and "déracinement" (uprooting) to theorize the root of this alienation, the confrontation between children's familiarity with the world and unfamiliar/strange scientific conceptions. I build on the works of the phenomenological philosopher Edmund Husserl and the German physics educator Martin Wagenschein (who directly refers to Weil's concepts) to make a case for the rooting function of original/originary experiences and the "genetic method" to science teaching. The genetic approach allows students to retain their foundational familiarity with the world and their descriptions thereof all the while evolving other (more scientific) ways of explaining natural phenomena. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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