نوع مقاله : ترویجی
نویسنده
گروه آموزش الهیات، دانشگاه فرهنگیان، صندوق پستی 56441 -888تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
The nature of science is a complex and controversial subject, considered by historians, philosophers of science, and science educators. One of the main challenges in understanding the nature of science is that science is inherently “unnatural” and cannot be learned merely through simple observation of phenomena. Therefore, it is necessary to enhance our understanding of science through the lenses of history and philosophy of science. In most parts of the world, history and philosophy of science are regarded as intrinsic scientific content, and thus can guide our comprehension of the nature of science. However, some science educators view the “historical turn” as itself historical, thereby disregarding the historical approach and instead emphasizing a model-based naturalistic view of science. One of the aims of this paper is to examine and clarify the role of the historical approach in teaching the nature of science, emphasizing that this approach not only complements the naturalistic view but is also essential for a deeper understanding of “science-in-the-making.” The paper seeks to demonstrate how engaging with history and philosophy of science can enhance students’ understanding of the nature of empirical sciences. The research methodology includes conceptual analysis (evaluating the structure of concepts related to the nature of science) and progressive inference. Grounded in the later philosophy of Wittgenstein, the paper explores three major approaches in the science education literature:
– The Consensus View, which focuses on general and low-challenge aspects of the nature of science;
– The Family Resemblance View, inspired by Wittgenstein’s thought, which presents science as a cognitive system with structural similarities;
– The Integrated View, drawing on Wittgenstein’s later philosophy, which regards science not as a static structure but as an evolving linguistic practice, wherein meaning emerges through the use of words in specific language games.
Integrating both general and particular aspects of the nature of science within this framework implies understanding science as a human, historical, and interpretive activity, whose comprehension depends on linguistic, cultural, and educational contexts. In this view, “science-in-the-making” is not merely theoretical progress, but a transformation in ways of speaking, seeing, and judging. The educational implications of the paper suggest that science instruction should adopt the integrated approach so that students can perceive science not merely as a collection of facts, but as a historical, interpretive, and human process. Presenting examples from the history of science highlights the role of alternative and contested interpretations of empirical data and underscores the importance of scientific literacy grounded in an understanding of the dynamic nature of science.
کلیدواژهها [English]
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