Aarhus Universitets segl

Adapting practice-based philosophy of science to teaching of science students

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  • Sara Green, Københavns Universitet
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  • Hanne Andersen, Københavns Universitet
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  • Kristian Danielsen, Københavns Universitet
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  • Claus Emmeche, Københavns Universitet
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  • Christian Joas, Københavns Universitet, Niels Bohr Archive
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  • Mikkel Willum Johansen, Københavns Universitet
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  • Caio Nagayoshi, Escola Vera Cruz and Colégio São Luís
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  • Joeri Witteveen, Københavns Universitet
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  • Henrik Kragh Sørensen, Københavns Universitet

The “practice turn” in philosophy of science has strengthened the connections between philosophy and scientific practice. Apart from reinvigorating philosophy of science, this also increases the relevance of philosophical research for science, society, and science education. In this paper, we reflect on our extensive experience with teaching mandatory philosophy of science courses to science students from a range of programs at University of Copenhagen. We highlight some of the lessons we have learned in making philosophy of science “fit for teaching” outside of philosophy circles by taking selected cases from the students’ own field as the starting point. We argue for adapting philosophy of science teaching to particular audiences of science students, and discuss the benefits of drawing on research within science education to inform curriculum and course design. This involves reconsidering teaching resources, assumptions about students, intended learning outcomes, and teaching formats. We also argue that to make philosophy of science relevant and engaging to science students, it is important to consider their potential career trajectories. By anticipating future contexts and situations in which methodological, conceptual, and ethical questions could be relevant, philosophy of science can demonstrate its value in the education of science students.

TidsskriftEuropean Journal for Philosophy of Science
StatusUdgivet - sep. 2021

Bibliografisk note

Funding Information:
We would like to thank our students and co-teachers for helping us improve our teaching practices. We are grateful to Kristine Harper for helpful comments to and assistance with copy-editing of a previous version of this paper.

Publisher Copyright:
© 2021, Springer Nature B.V.

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