Contributions from the Philosophy of Science to the Education of Science Teachers |
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| Authors: | Vicente Mellado Constantino Ruiz María Luisa Bermejo Roque Jiménez |
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| Institution: | (1) Department of Science and Mathematics Education, Faculty of Education, University of Extremadura, Badajoz, Spain;(2) Department of Psychology and Sociology of Education, Faculty of Education, University of Extremadura, Badajoz, Spain;(3) Department of Science Education and Philosophy, Faculty of Education, University of Huelva, Spain |
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| Abstract: | One of the most important topics on the international agenda in educational research is to gain an understanding of the processes
of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential
element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research
on science teachers’ educational change. To organize the information, an analogy is made with the process of scientific change,
analyzing and evaluating the contributions of the different models taken from the philosophy of science – positivism, Popper’s
principle of falsifiability, Lakatos’ scientific research programs, Laudan’s research traditions, Toulmin’s evolutionism,
and Kuhn’s relativism. We conclude the article with the implications for science teacher education. |
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