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비판적 실재론에 기반한 과학의 본성 교육 가능성 탐색 및 생명과학 교육에의 함의

Exploring the Possibility of Teaching the Nature of Science Based on Critical Realism and Its Implications for Biology Education

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초록

This study aims to identify the philosophical characteristics of Critical Realism (CR) and examine its implications for Nature of Science (NOS) education and Biology education. The study's results showed that CR could overcome some of the limitations of positivist and constructivist views of science. Following the guidelines of CR, this study points out the epistemic fallacy of positivist and constructivist views of science and notes that this epistemic fallacy is frequently found in research investigating perceptions of NOS. Also, the study proposed a Biology teaching strategy to teach the structures and mechanisms described by science as 'current truths' while making students aware of the tentativeness of scientific knowledge and developing their critical thinking skills.

Abstract

This study aims to identify the philosophical characteristics of Critical Realism (CR) and examine its implications for Nature of Science (NOS) education and Biology education. The study's results showed that CR could overcome some of the limitations of positivist and constructivist views of science. Following the guidelines of CR, this study points out the epistemic fallacy of positivist and constructivist views of science and notes that this epistemic fallacy is frequently found in research investigating perceptions of NOS. Also, the study proposed a Biology teaching strategy to teach the structures and mechanisms described by science as 'current truths' while making students aware of the tentativeness of scientific knowledge and developing their critical thinking skills.

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