Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony
This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
Springer Netherlands
2016
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| Online Access: | http://hdl.handle.net/1721.1/105398 |
| _version_ | 1826189398788538368 |
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| author | Ferreira, Tiago Alfredo S. El-Hani, Charbel N. Da Silva Filho, Waldomiro Jose |
| author2 | Massachusetts Institute of Technology. Department of Linguistics and Philosophy |
| author_facet | Massachusetts Institute of Technology. Department of Linguistics and Philosophy Ferreira, Tiago Alfredo S. El-Hani, Charbel N. Da Silva Filho, Waldomiro Jose |
| author_sort | Ferreira, Tiago Alfredo S. |
| collection | MIT |
| description | This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students. |
| first_indexed | 2024-09-23T08:14:06Z |
| format | Article |
| id | mit-1721.1/105398 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T08:14:06Z |
| publishDate | 2016 |
| publisher | Springer Netherlands |
| record_format | dspace |
| spelling | mit-1721.1/1053982022-09-23T11:50:36Z Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony Ferreira, Tiago Alfredo S. El-Hani, Charbel N. Da Silva Filho, Waldomiro Jose Massachusetts Institute of Technology. Department of Linguistics and Philosophy Da Silva Filho, Waldomiro Jose This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students. Brazil. National Council for Scientific and Technological Development (Grant 312567/2013-8) 2016-11-22T15:21:07Z 2017-06-19T21:40:54Z 2016-07 2016-11-22T04:35:02Z Article http://purl.org/eprint/type/JournalArticle 0926-7220 1573-1901 http://hdl.handle.net/1721.1/105398 Ferreira, Tiago Alfredo S., Charbel N. El-Hani, and Waldomiro José da Silva-Filho. “Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony.” Science & Education 25.7–8 (2016): 775–794. en http://dx.doi.org/10.1007/s11191-016-9834-6 Science & Education Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. Springer Science+Business Media Dordrecht application/pdf Springer Netherlands Springer Netherlands |
| spellingShingle | Ferreira, Tiago Alfredo S. El-Hani, Charbel N. Da Silva Filho, Waldomiro Jose Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony |
| title | Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony |
| title_full | Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony |
| title_fullStr | Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony |
| title_full_unstemmed | Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony |
| title_short | Knowledge, Belief, and Science Education: A Contribution from the Epistemology of Testimony |
| title_sort | knowledge belief and science education a contribution from the epistemology of testimony |
| url | http://hdl.handle.net/1721.1/105398 |
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