Abstract
A Didactics (Didaktik) of Theory of Science in Higher Education
- An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity
The paper is a work in progress and a preparation for a research project.
The hypothesis (and suspicion) which is to be unfolded in the project is that theory of science very often is implemented in the methodology of students’ projects and assignments as external ‘ism’s’ which do not play the role as an important resource for investigation. The result might be either that the ‘ism’s’ do not have an important influence on the investigating of the topic or that the ‘ism’s’ play an overall deductive role which closes the investigation due to a rigid application of concepts. In both cases the problem is that the complexity of the role of theory of science does not come into play as a resource for the students’ understanding and investigation of the topic they are dealing with. The idea of this research project is on the one hand to investigate how teaching in theory of science is conducted in various higher education contexts and on the other hand to discuss the role theory of science might have in students’ striving of understanding and developing knowledge while dealing with a disciplinary topic.
The paper will focus on the role theory of science might have as a resource for students understanding and investigation of topics within their disciplinary area. Theory of science deals with ontological matters due to being a discipline where concepts and theories concerning reality and epistemology are discussed and developed. In this sense the challenge for students is to be able to deal with ontological complexity related to disciplinary topics. The challenge for the university teacher is to teach students how understanding and development of knowledge have ontological consequences and how theory of science as a cross disciplinary and philosophical discipline provides methods and concepts which helps students to conduct investigations where ontological complexity comes into light. In order to discuss student’s investigation and production of knowledge related to ontological complexity John Dewey’s concept of inquiry will be applied and implemented in this outline and discussion of a didactics of theory of science.
A Didactics (Didaktik) of Theory of Science in Higher Education
- An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity
The paper is a work in progress and a preparation for a research project.
The hypothesis (and suspicion) which is to be unfolded in the project is that theory of science very often is implemented in the methodology of students’ projects and assignments as external ‘ism’s’ which do not play the role as an important resource for investigation. The result might be either that the ‘ism’s’ do not have an important influence on the investigating of the topic or that the ‘ism’s’ play an overall deductive role which closes the investigation due to a rigid application of concepts. In both cases the problem is that the complexity of the role of theory of science does not come into play as a resource for the students’ understanding and investigation of the topic they are dealing with. The idea of this research project is on the one hand to investigate how teaching in theory of science is conducted in various higher education contexts and on the other hand to discuss the role theory of science might have in students’ striving of understanding and developing knowledge while dealing with a disciplinary topic.
The paper will focus on the role theory of science might have as a resource for students understanding and investigation of topics within their disciplinary area. Theory of science deals with ontological matters due to being a discipline where concepts and theories concerning reality and epistemology are discussed and developed. In this sense the challenge for students is to be able to deal with ontological complexity related to disciplinary topics. The challenge for the university teacher is to teach students how understanding and development of knowledge have ontological consequences and how theory of science as a cross disciplinary and philosophical discipline provides methods and concepts which helps students to conduct investigations where ontological complexity comes into light. In order to discuss student’s investigation and production of knowledge related to ontological complexity John Dewey’s concept of inquiry will be applied and implemented in this outline and discussion of a didactics of theory of science.
- An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity
The paper is a work in progress and a preparation for a research project.
The hypothesis (and suspicion) which is to be unfolded in the project is that theory of science very often is implemented in the methodology of students’ projects and assignments as external ‘ism’s’ which do not play the role as an important resource for investigation. The result might be either that the ‘ism’s’ do not have an important influence on the investigating of the topic or that the ‘ism’s’ play an overall deductive role which closes the investigation due to a rigid application of concepts. In both cases the problem is that the complexity of the role of theory of science does not come into play as a resource for the students’ understanding and investigation of the topic they are dealing with. The idea of this research project is on the one hand to investigate how teaching in theory of science is conducted in various higher education contexts and on the other hand to discuss the role theory of science might have in students’ striving of understanding and developing knowledge while dealing with a disciplinary topic.
The paper will focus on the role theory of science might have as a resource for students understanding and investigation of topics within their disciplinary area. Theory of science deals with ontological matters due to being a discipline where concepts and theories concerning reality and epistemology are discussed and developed. In this sense the challenge for students is to be able to deal with ontological complexity related to disciplinary topics. The challenge for the university teacher is to teach students how understanding and development of knowledge have ontological consequences and how theory of science as a cross disciplinary and philosophical discipline provides methods and concepts which helps students to conduct investigations where ontological complexity comes into light. In order to discuss student’s investigation and production of knowledge related to ontological complexity John Dewey’s concept of inquiry will be applied and implemented in this outline and discussion of a didactics of theory of science.
A Didactics (Didaktik) of Theory of Science in Higher Education
- An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity
The paper is a work in progress and a preparation for a research project.
The hypothesis (and suspicion) which is to be unfolded in the project is that theory of science very often is implemented in the methodology of students’ projects and assignments as external ‘ism’s’ which do not play the role as an important resource for investigation. The result might be either that the ‘ism’s’ do not have an important influence on the investigating of the topic or that the ‘ism’s’ play an overall deductive role which closes the investigation due to a rigid application of concepts. In both cases the problem is that the complexity of the role of theory of science does not come into play as a resource for the students’ understanding and investigation of the topic they are dealing with. The idea of this research project is on the one hand to investigate how teaching in theory of science is conducted in various higher education contexts and on the other hand to discuss the role theory of science might have in students’ striving of understanding and developing knowledge while dealing with a disciplinary topic.
The paper will focus on the role theory of science might have as a resource for students understanding and investigation of topics within their disciplinary area. Theory of science deals with ontological matters due to being a discipline where concepts and theories concerning reality and epistemology are discussed and developed. In this sense the challenge for students is to be able to deal with ontological complexity related to disciplinary topics. The challenge for the university teacher is to teach students how understanding and development of knowledge have ontological consequences and how theory of science as a cross disciplinary and philosophical discipline provides methods and concepts which helps students to conduct investigations where ontological complexity comes into light. In order to discuss student’s investigation and production of knowledge related to ontological complexity John Dewey’s concept of inquiry will be applied and implemented in this outline and discussion of a didactics of theory of science.
| Bidragets oversatte titel | Videnskabsteorididaktik i højere uddannelse: En undersøgelse af studerendes forståelse og anvendelse af videnskabsteori i højere uddannelse |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | 23 nov. 2010 |
| Status | Udgivet - 23 nov. 2010 |
| Begivenhed | The Challenge of Complexity, Danish Center for Philosophy and Science Studies (CPS), November 23-24, 2010 - Varighed: 23 nov. 2010 → … |
Konference
| Konference | The Challenge of Complexity, Danish Center for Philosophy and Science Studies (CPS), November 23-24, 2010 |
|---|---|
| Periode | 23/11/2010 → … |