Addressing Controversies in Science Education: A Pragmatic Approach to Evolution Education

Autor/inn/en	Hildebrand, David; Bilica, Kimberly; Capps, John
Titel	Addressing Controversies in Science Education: A Pragmatic Approach to Evolution Education
Quelle	In: Science & Education, 17 (2008) 8-9, S.1033-1052 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-006-9066-2
Schlagwörter	Evolution; Educational Philosophy; Science Education; Teaching Methods; Science Instruction; Ethics; Educational Principles; Controversial Issues (Course Content); Progressive Education; Theories + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ethik; Bildungsprinzip; Controversial issues; Kontroverse; Reformpädagogik; Progressive Erziehung; Theory; Theorie
Abstract	Science education controversies typically prove more intractable than those in scientific research because they involve a wider range of considerations (e.g., epistemic, social, ethical, political, and religious). How can educators acknowledge central issues in a controversy (such as evolution)? How can such problems be addressed in a way that is ethically sensitive "and" intellectually responsible? Drawing in part on pragmatic philosopher John Dewey, our solution is politically proactive, philosophically pragmatic, and grounded in research. Central to our proposal is (1) steps toward creating a philosophical "total attitude" that is democratic, imaginative, and hypothetical; (2) a deeper understanding of how scientific theories can be pragmatically true; and (3) an assessment of differing pedagogical approaches for teaching evolution in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10