The Experts below are selected from a list of 327 Experts worldwide ranked by ideXlab platform
B Van Berkel - One of the best experts on this subject based on the ideXlab platform.
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making Philosophy of Science education practical for Science teachers
Science Education, 2015Co-Authors: F J J M Janssen, B Van BerkelAbstract:Philosophy of Science education can play a vital role in the preparation and professional development of Science teachers. In order to fulfill this role a Philosophy of Science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our Philosophy of Science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers’ practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of Science education. Integration of multiple philosophies into a coherent Philosophy of Science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers’ practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how Science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of Science teaching.
F J J M Janssen - One of the best experts on this subject based on the ideXlab platform.
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making Philosophy of Science education practical for Science teachers
Science Education, 2015Co-Authors: F J J M Janssen, B Van BerkelAbstract:Philosophy of Science education can play a vital role in the preparation and professional development of Science teachers. In order to fulfill this role a Philosophy of Science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our Philosophy of Science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers’ practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of Science education. Integration of multiple philosophies into a coherent Philosophy of Science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers’ practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how Science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of Science teaching.
Steve Fuller - One of the best experts on this subject based on the ideXlab platform.
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the Philosophy of Science and technology studies
2005Co-Authors: Steve FullerAbstract:As the field of Science and Technology Studies (STS) has become more established, it has increasingly hidden its philosophical roots. While the trend is typical of disciplines striving for maturity, Steve Fuller, a leading figure in the field, argues that STS has much to lose if it abandons Philosophy. In his characteristically provocative style, he offers the first sustained treatment of the philosophical foundations of STS and suggests fruitful avenues for further research. With stimulating discussions of the Science Wars, the Intelligent Design Theory controversy, and theorists such as Donna Haraway and Bruno Latour, Philosophy of Science and Technology Studies is required reading for students and scholars in STS and the Philosophy of Science.
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The Philosophy of Science and technology studies
The Philosophy of Science and Technology Studies, 2005Co-Authors: Steve FullerAbstract:Science and Technology Studies (STS) is a broad, interdisciplinary, and rapidly growing field that explores the relationship between Science, technology and the ways they shape society and our understanding of the world. But as the field has become more established, it has increasingly hidden its philosophical roots. While the trend is typical of disciplines striving for maturity, Steve Fuller, a leading figure in the field, argues that STS has much to lose if it abandons Philosophy. He argues that the discipline is rooted in a variety of philosophical assumptions that, until now, have remained unarticulated, undefended and misunderstood. In his characteristically provocative style, he offers the first sustained treatment of the philosophical foundations of STS and suggests fruitful avenues for further research. With stimulating discussions of the Science Wars, the Intelligent Design Theory controversy, and theorists such as Donna Haraway and Bruno Latour, Philosophy of Science and Technology Studies is destined to become required reading for students and scholars in STS and the Philosophy of Science.
Friedrich Stadler - One of the best experts on this subject based on the ideXlab platform.
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New Directions in the Philosophy of Science - History and Philosophy of Science: Between Description and Construction
New Directions in the Philosophy of Science, 2020Co-Authors: Friedrich StadlerAbstract:In light of the numerous programs and departments in “History and Philosophy of Science (HPS) – I here include also technology and sociology of Science – the rather weak theoretical conceptualization of this field seems surprising. HPS is conceived of neither as a mere combination of history of Science and Philosophy of Science, nor as a well-intentioned parallel action, so the question arises what the subject and method of this trans- and interdisciplinary field of research and teaching are. The recent demand for an “integrated HPS” indicates the need for closer and more intrinsic cooperation and interaction between history of Science and Philosophy of Science (including the social and cultural Sciences) from a theoretical and practical point of view such that no part of this joint scholarly enterprise is privileged. After revisiting specific episodes in the history of the Philosophy of Science I recommend some practices and outline related desiderata.
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The Present Situation in the Philosophy of Science - The present situation in the Philosophy of Science
2020Co-Authors: Friedrich Stadler, Dennis Dieks, W. Gonzales, Stephan Hartmann, T. Übel, Marcel WeberAbstract:FRIEDRICH STADLER, Editorial: On the Present Situation in the Philosophy of Science Part I (Team E) THOMAS UEBEL, Some Remarks on Current History of Analytical Philosophy of Science THOMAS MORMANN, History of Philosophy of Science as Philosophy of Science by Other Means? Comment on Thomas Uebel CRISTINA CHIMISSO, Aspects of Current History of Philosophy of Science in the French Tradition ANASTASIOS BRENNER, Reflections on Chimisso: French Philosophy of Science and the Historical Method MICHAEL HEIDELBERGER, Aspects of Current History of 19th Century Philosophy of Science MASSIMO FERRARI, Well, and Pragmatism? Comment on Michael Heidelberger's Paper Part II (Team A) VINCENZO CRUPI AND STEPHAN HARTMANN, Formal and Empirical Methods in Philosophy of Science VINCENT F. HENDRICKS, The Bane of Two Truths THOMAS MULLER, Formal Methods in the Philosophy of Natural Science FRANZ DIETRICH AND CHRISTIAN LIST, The Problem of Constrained Judgment Aggregation GABRIELLA PIGOZZI, Aggregation Problems and Models: What Comes first? Part III (Team B) MARCEL WEBER, Life in a Physical World: The Place of the Life Sciences CLAUDE DEBRU, Comments on Marcel Weber's "Life in a Physical World: The Place of the Life Sciences" THOMAS REYDON, How Special are the Life Sciences? A View from the Natural Kinds Debate MILES MACLEOD, The Epistemology-only Approach to Natural Kinds: A Reply to Thomas Reydon MEHMET ELGIN, Reductionism in Biology: An Example of Biochemistry RAFFAELLA CAMPANER, Reductionist and Antireductionist Stances in the Health Sciences Part IV (Team C) WENCESLAO J. GONZALEZ, Trends and Problems in Philosophy of Social and Cultural Sciences: A European Perspective ARTO SIITONEN, State of the Art. A Commentary on Wenceslao J. Gonzalez's Contribution, "Trends and Problems in Philosophy of Social and Cultural Sciences: A European Perspective" MATTI SINTONEN, Scientific Realism, the New Mechanical Philosophers, and the Friends of Modelling DANIEL ANDLER, IsNaturalism the Unsurpassable Philosophy for the Sciences of Man in the 21st Century? ANTONIO ZILHAO, What Does it Mean to Be a Naturalist in the Human and Social Sciences? A Comment on Daniel Andler's "Is Naturalism the Unsurpassable Philosophy for the Sciences of Man in the Twenty-first Century?" Part V (Team D) DENNIS DIEKS, Reichenbach and the Conventionality of Distant Simultaneity in Perspective MAURO DORATO, On Various Senses of "Conventional" and their Interrelation in the Philosophy of Physics: Simultaneity as a Case Study ROMAN FRIGG AND CARL HOEFER, Determinism and Chance from a Humean Perspective LASZLO E. SZABO, What remains of Probability? HOLGER LYRE, Humean Perspectives on Structural Realism F. A. MULLER, The Characterisation of Structure: Definition versus Axiomatisation Index of Names
Nancy J Nersessian - One of the best experts on this subject based on the ideXlab platform.
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empirical Philosophy of Science introducing qualitative methods into Philosophy of Science
2015Co-Authors: Susann Wagenknecht, Nancy J Nersessian, Hanne AndersenAbstract:The book examines the emerging approach of using qualitative methods, such as interviews and field observations, in the Philosophy of Science. Qualitative methods are gaining popularity among philosophers of Science as more and more scholars are resorting to empirical work in their study of scientific practices. At the same time, the results produced through empirical work are quite different from those gained through the kind of introspective conceptual analysis more typical of Philosophy. This volume explores the benefits and challenges of an empirical Philosophy of Science and addresses questions such as: What do philosophers gain from empirical work? How can empirical research help to develop philosophical concepts? How do we integrate philosophical frameworks and empirical research? What constraints do we accept when choosing an empirical approach? What constraints does a pronounced theoretical focus impose on empirical work? Nine experts discuss their thoughts and empirical results in the chapters of this book with the aim of providing readers with an answer to these questions.
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prolegomena to an empirical Philosophy of Science
2015Co-Authors: Lisa M Osbeck, Nancy J NersessianAbstract:We identify and address a set of foundational questions relevant to the project of an empirical Philosophy of Science, the most basic of which is the nature of the empirical. We review the task of distinguishing empirical from non-empirical questions by providing examples from our analysis of cognitive and learning practices in biomedical engineering laboratories. We emphasize that the empirical should be understood as rooted in the instrument, and that the instrument comprises the researcher, which includes elusive factors such as disciplinary identity, disposition, and values. The implications of this claim are examined in relation to three empirical approaches to the Philosophy of Science: historical, qualitative, and experimental.
