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008 100301s2005 ne | s |||| 0|eng d
020 |a9781402037702|9978-1-4020-3770-2
024 7 |a10.1007/1-4020-3770-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQ181-183.4
072 7|aJNU|2bicssc
072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
090 |aDK/12579
100 1 |aNola, Robert.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aPhilosophy, Science, Education and Culture|h[electronic resource] /|cby Robert Nola, Gürol Irzik.
250 |a1st ed. 2005.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2005.
300 |aXIV, 490 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v28
505 0 |aBelief, Learning and Education -- Knowledge, Education and Critical Inquiry -- Plato on Knowledge, and a Socratic Model of Inquiry -- Some Problems for Theories of Knowledge and Their Resolution -- Varieties of Constructivism and the Inaccessibility of Reality Argument -- The Aims of Science and Critical Inquiry -- Naive Inductivism as a Methodology in Science -- Hypothetico-Deductivism as a Methodology in Science -- Bayesian Methodology in Science -- Scientific Realism and Modelling Reality -- Sociology Versus Rationality in Science -- Lyotard,Postmodernism and Education -- Multiculturalism and Science Education -- Politics of Science and Science Education.
520 |aCurrents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.
650 0|aScience|xStudy and teaching.
650 14|aScience Education.
700 1 |aIrzik, Gürol.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402037696
776 08|iPrinted edition:|z9789048104628
776 08|iPrinted edition:|z9789048169580
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v28
856 40|uhttps://doi.org/10.1007/1-4020-3770-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)