Philosophical Bases of Science Education Concept: History and Modern Developments

Stanislav Dovgyi

President of the Junior Academy of Sciences of Ukraine, 38-44 Dehtiarivska Street, 04119 Kyiv

Tetiana Matusevych

UNESCO Chair on Science Education, National Pedagogical Drago-manov University, 9 Pyrohova str., 010601 Kyiv
https://orcid.org/0000-0002-3793-462X


Abstract

This article is devoted to the analysis of philosophical bases for developing science education concept taking into account historical retrospective and modern research achievements.  The inquiry is one of a comprehensive attempt to analyze the range of philosophical and pedagogical aspects of the multifaceted concept of science education, the diversity of approaches to elaborate science education concept as a case of philosophical analysis, and the axiological aspects of science education through the prism of developing values and means of democracy. The role and place of science education in developing responsible citizenship are examined.




Aduriz-Bravo Agustín, 2001, Relaciones entre la dida´ ctica de las ciencias experimentales y la filosofı´a de la ciencia, in: Perales F.J. (ed.) et al, Congreso Nacional de Dida´cticas Especı´ficas. Las dida´cticas de las a´reas curriculares en el siglo XXI (vol. I), Grupo Editorial Universitario, Granada (Spain), p. 478-491.   Google Scholar

Aleksandrova Yuliia, 2021, The Paradigm of Science Education: an Attempt of Philosophical and Conceptual Foundations Explication, Studia Warmińskie, Vol. 58, p. 205–218, https://doi.org/10.31648/sw.7013.
Crossref   Google Scholar

Carr Paul R., 2010, Re-thinking normative democracy and the political economy of education, Journal for Critical Education Policy Studies, Vol. 8, p. 1-40.   Google Scholar

Gluckman Peter, 2011, Looking Ahead: Science Education for the Twenty-First Century: A report from the Prime Minister’s Chief Science Advisor, New Zealand, Office of the Prime Minister’s Science Advisory Committee, https://dpmc.govt.nz/sites/default/files/2021-10/pmcsa-Looking-ahead-Science-education-for-the-twenty-first-century.pdf (22.09.2022).   Google Scholar

Frank Jeff, 2017, Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education, 7(1), 11, https://doi.org/10.3390/educsci7010011.
Crossref   Google Scholar

Harlen Wynne (ed.), 2010, Principles and big ideas of science education, Association for Science Education.   Google Scholar

Harlen Wynne (ed.), 2015, Working with big ideas of science education, Association for Science Education.   Google Scholar

Levy Brett L.M., Oliveira Alandeom W., Harris Cornelia B., 2021, The potential of “civic science education”: Theory, research, practice, and uncertainties, Science Education, Vol. 105, p. 1053-1075, https://doi.org/10.1002/sce.21678.
Crossref   Google Scholar

Lyotard Jean-François, 1984. The postmodern condition: a report on knowledge, University of
Crossref   Google Scholar

Minnesota Press.   Google Scholar

Marcelo Carlos, 2002, Los profesores como trabajadores del conocimiento Certidumbres y desafı´ os para una formacio´ n a lo largo de la vida, Educar 30, p. 27-56.   Google Scholar

Matusevych Tetiana, Shevchuk Dmytro, 2022, Developing Responsible Citizens in   Google Scholar

New Realities: The Case of Science Education, Youth Voice Journal, Vol. III, p. 45-53.   Google Scholar

Mellado Vicente, Ruiz Constantino, Bermejo María and Jiménez Roque, 2006, Contributions from the Philosophy of Science to the Education of Science Teachers, Science & Education, 15(5), p. 419-445, https://doi.org/10.1007/s11191-005-8920-y.
Crossref   Google Scholar

Science education for responsible citizenship, 2015, Report to the European Commission of the expert group on science education. Directorate-General for Research and Innovation (European Commission), https://op.europa.eu/en/publication-detail/-/publication/a1d14fa0-8dbe-11e5-b8b7-01aa75ed71a1 (22.09.2022).   Google Scholar

Schulz Roland, 2013. Philosophy of Education and Science Education: A Vital but Underdeveloped Relationship, International Handbook of Research in History, Philosophy and Science Teaching, p. 1259-1316, https://doi.org/10.1007/978-94-007-7654-8_39.
Crossref   Google Scholar

Wistrøm Øyvind, Madsen Janne, 2018, Democracy and science: two sides of the same coin?, Nordisk tidsskrift for pedagogikk og kritikk, Vol. 4, p. 50–68, https://doi.org/10.23865/ntpk.v4.559.
Crossref   Google Scholar

Download


Published
2022-12-31 — Updated on 2022-12-31

Cited by

Dovgyi, S., & Matusevych, T. (2022). Philosophical Bases of Science Education Concept: History and Modern Developments. Studia Warmińskie, 59, 53–62. https://doi.org/10.31648/sw.8326

Stanislav Dovgyi 
President of the Junior Academy of Sciences of Ukraine, 38-44 Dehtiarivska Street, 04119 Kyiv
Tetiana Matusevych 
UNESCO Chair on Science Education, National Pedagogical Drago-manov University, 9 Pyrohova str., 010601 Kyiv
https://orcid.org/0000-0002-3793-462X