000			02997nam a22004335i 4500
001			978-1-4020-3770-2
003			DE-He213
005			20251006084459.0
007			cr nn 008mamaa
008			100301s2005 ne | s |||| 0|eng d
020			_a9781402037702
020			_a99781402037702
024	7		_a10.1007/1-4020-3770-8 _2doi
082	0	4	_a507.1 _223
100	1		_aNola, Robert. _eeditor.
245	1	0	_aPhilosophy, Science, Education and Culture _h[electronic resource] / _cedited by Robert Nola, Gürol Irzik.
264		1	_aDordrecht : _bSpringer Netherlands, _c2005.
300			_aXIII, 488 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aScience & Technology Education Library, _x1572-5987 ; _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	_aEDUCATION.
650		0	_aSCIENCE _xSTUDY AND TEACHING.
650	1	4	_aEDUCATION.
650	2	4	_aSCIENCE EDUCATION.
700	1		_aIrzik, Gürol. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402037696
830		0	_aScience & Technology Education Library, _x1572-5987 ; _v28
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-3770-8 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c60596 _d60596