Adapting practice-based philosophy of science to teaching of science students

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

Adapting practice-based philosophy of science to teaching of science students. / Green, Sara; Andersen, Hanne; Danielsen, Kristian; Emmeche, Claus; Joas, Christian; Johansen, Mikkel Willum; Nagayoshi, Caio; Witteveen, Joeri; Sørensen, Henrik Kragh.

I: European Journal for Philosophy of Science, Bind 11, 75, 2021, s. 1-18.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Green, S, Andersen, H, Danielsen, K, Emmeche, C, Joas, C, Johansen, MW, Nagayoshi, C, Witteveen, J & Sørensen, HK 2021, 'Adapting practice-based philosophy of science to teaching of science students', European Journal for Philosophy of Science, bind 11, 75, s. 1-18. https://doi.org/10.1007/s13194-021-00393-2

APA

Green, S., Andersen, H., Danielsen, K., Emmeche, C., Joas, C., Johansen, M. W., Nagayoshi, C., Witteveen, J., & Sørensen, H. K. (2021). Adapting practice-based philosophy of science to teaching of science students. European Journal for Philosophy of Science, 11, 1-18. [75]. https://doi.org/10.1007/s13194-021-00393-2

Vancouver

Green S, Andersen H, Danielsen K, Emmeche C, Joas C, Johansen MW o.a. Adapting practice-based philosophy of science to teaching of science students. European Journal for Philosophy of Science. 2021;11:1-18. 75. https://doi.org/10.1007/s13194-021-00393-2

Author

Green, Sara ; Andersen, Hanne ; Danielsen, Kristian ; Emmeche, Claus ; Joas, Christian ; Johansen, Mikkel Willum ; Nagayoshi, Caio ; Witteveen, Joeri ; Sørensen, Henrik Kragh. / Adapting practice-based philosophy of science to teaching of science students. I: European Journal for Philosophy of Science. 2021 ; Bind 11. s. 1-18.

Bibtex

@article{3bba9b184b9f4a24983884593ea42ad9,
title = "Adapting practice-based philosophy of science to teaching of science students",
abstract = "The “practice turn” in philosophy of science has strengthened the connections between philosophy and scientific practice. Apart from reinvigorating philosophy of science, this also increases the relevance of philosophical research for science, society, and science education. In this paper, we reflect on our extensive experience with teaching mandatory philosophy of science courses to science students from a range of programs at University of Copenhagen. We highlight some of the lessons we have learned in making philosophy of science “fit for teaching” outside of philosophy circles by taking selected cases from the students{\textquoteright} own field as the starting point. We argue for adapting philosophy of science teaching to particular audiences of science students, and discuss the benefits of drawing on research within science education to inform curriculum and course design. This involves reconsidering teaching resources, assumptions about students, intended learning outcomes, and teaching formats. We also argue that to make philosophy of science relevant and engaging to science students, it is important to consider their potential career trajectories. By anticipating future contexts and situations in which methodological, conceptual, and ethical questions could be relevant, philosophy of science can demonstrate its value in the education of science students.",
author = "Sara Green and Hanne Andersen and Kristian Danielsen and Claus Emmeche and Christian Joas and Johansen, {Mikkel Willum} and Caio Nagayoshi and Joeri Witteveen and S{\o}rensen, {Henrik Kragh}",
year = "2021",
doi = "10.1007/s13194-021-00393-2",
language = "English",
volume = "11",
pages = "1--18",
journal = "European Journal for Philosophy of Science",
issn = "1879-4912",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - Adapting practice-based philosophy of science to teaching of science students

AU - Green, Sara

AU - Andersen, Hanne

AU - Danielsen, Kristian

AU - Emmeche, Claus

AU - Joas, Christian

AU - Johansen, Mikkel Willum

AU - Nagayoshi, Caio

AU - Witteveen, Joeri

AU - Sørensen, Henrik Kragh

PY - 2021

Y1 - 2021

N2 - The “practice turn” in philosophy of science has strengthened the connections between philosophy and scientific practice. Apart from reinvigorating philosophy of science, this also increases the relevance of philosophical research for science, society, and science education. In this paper, we reflect on our extensive experience with teaching mandatory philosophy of science courses to science students from a range of programs at University of Copenhagen. We highlight some of the lessons we have learned in making philosophy of science “fit for teaching” outside of philosophy circles by taking selected cases from the students’ own field as the starting point. We argue for adapting philosophy of science teaching to particular audiences of science students, and discuss the benefits of drawing on research within science education to inform curriculum and course design. This involves reconsidering teaching resources, assumptions about students, intended learning outcomes, and teaching formats. We also argue that to make philosophy of science relevant and engaging to science students, it is important to consider their potential career trajectories. By anticipating future contexts and situations in which methodological, conceptual, and ethical questions could be relevant, philosophy of science can demonstrate its value in the education of science students.

AB - The “practice turn” in philosophy of science has strengthened the connections between philosophy and scientific practice. Apart from reinvigorating philosophy of science, this also increases the relevance of philosophical research for science, society, and science education. In this paper, we reflect on our extensive experience with teaching mandatory philosophy of science courses to science students from a range of programs at University of Copenhagen. We highlight some of the lessons we have learned in making philosophy of science “fit for teaching” outside of philosophy circles by taking selected cases from the students’ own field as the starting point. We argue for adapting philosophy of science teaching to particular audiences of science students, and discuss the benefits of drawing on research within science education to inform curriculum and course design. This involves reconsidering teaching resources, assumptions about students, intended learning outcomes, and teaching formats. We also argue that to make philosophy of science relevant and engaging to science students, it is important to consider their potential career trajectories. By anticipating future contexts and situations in which methodological, conceptual, and ethical questions could be relevant, philosophy of science can demonstrate its value in the education of science students.

U2 - 10.1007/s13194-021-00393-2

DO - 10.1007/s13194-021-00393-2

M3 - Journal article

VL - 11

SP - 1

EP - 18

JO - European Journal for Philosophy of Science

JF - European Journal for Philosophy of Science

SN - 1879-4912

M1 - 75

ER -

ID: 272593916