Adapting practice-based philosophy of science to teaching of science students
Research output: Contribution to journal › Journal article › Research › peer-review
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.
In: European Journal for Philosophy of Science, Vol. 11, 75, 2021, p. 1-18.Research output: Contribution to journal › Journal article › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
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