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An Argument for Reversing the Bases of Science Education: A Phenomenological Alternative to Cognitionism
Karlstad University, Faculty of Arts and Education, Department of Education.
2009 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 201-215Article in journal (Refereed)
Abstract

This paper is a phenomenological critique of some of the basic notions informing much of the research in and practice of science education (SE) today. It is suggested that the theoretical bases of SE are in need of three reversals of primacy: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive action must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences

Place, publisher, year, edition, pages
2009. Vol. 5, no 2, p. 201-215
Keywords [en]
Pedagogy, Educational Work, Subject Didactics
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:kau:diva-11357OAI: oai:DiVA.org:kau-11357DiVA, id: diva2:494944
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-07Bibliographically approved

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