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The bearing of philosophy of science on science education, and vice versa: the case of constructivism

机译：科学哲学对科学教育的影响，反之亦然：建构主义的情况

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On the whole, philosophers of science have until recently not pursued issues within their purview which connect with, or have implications for, science education. This neglect of science education, while benign in intent, has almost certainly had deleterious educational consequences. It has had non-trivial philosophical costs as well, because science education, I will argue, provides a fertile ground against which philosophical views of science can themselves be tested. Philosophers are often well placed to challenge educational orthodoxies, to clarify conceptual ambiguities upon which the latter sometimes rest, and, in doing so, to pave the way for more defensible educational thinking and more effective pedagogical practice. This is especially true in the case of science education. Contemporary scholarly literature in science education is dominated by philosophical issues. Discussions of realism, relativism, rationality, multiculturalism, and religion, as these are manifested in or relate to science, share space in science education journals with a host of other issues traditionally pursued by philosophers of science, including those concerning the nature of science and of scientific method, the logic of scientific inference, the character of scientific explanation, and so on. Despite the obvious relevance of their collective expertise to these issues, philosophers of science have for the most part neglected science education as an arena in which to contribute.
机译：总体而言，直到最近，科学哲学家们才开始在其职权范围内没有研究与科学教育有关或对科学教育有影响的问题。对科学教育的这种疏忽尽管是出于良性，但几乎可以肯定会带来有害的教育后果。它也具有不平凡的哲学代价，因为我将争辩说，科学教育提供了沃土，可以据此检验科学的哲学观点。哲学家们经常处于挑战教育正统观念的位置，以澄清观念歧义有时会基于观念歧义而存在，并以此为更辩护的教育思想和更有效的教学实践铺平道路。在科学教育的情况下尤其如此。科学教育中的当代学术文献主要是哲学问题。对现实主义，相对主义，理性，多元文化主义和宗教的讨论（它们体现在科学中或与科学有关）在科学教育期刊中共享空间，并与科学哲学家传统上追求的许多其他问题相关，包括那些与科学本质有关的问题。科学方法，科学推理的逻辑，科学解释的特征等。尽管他们的集体专业知识与这些问题有着明显的联系，但科学哲学家在大多数情况下却忽略了科学教育，认为这是一个可以做出贡献的领域。

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