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

Sara Green; Hanne Andersen; Kristian Danielsen; Claus Emmeche; Christian Joas; Mikkel Willum Johansen; Caio Nagayoshi; Joeri Witteveen; Henrik Kragh Sørensen

doi:10.1007/s13194-021-00393-2

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

Sara Green^*, Hanne Andersen, Kristian Danielsen, Claus Emmeche, Christian Joas, Mikkel Willum Johansen, Caio Nagayoshi, Joeri Witteveen, Henrik Kragh Sørensen

^*Corresponding author for this work

Department of Mathematics - Science Studies

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

9 Citations (Scopus)

Abstract

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.

Original language	English
Article number	75
Journal	European Journal for Philosophy of Science
Volume	11
Issue	3
ISSN	1879-4912
DOIs	https://doi.org/10.1007/s13194-021-00393-2
Publication status	Published - Sept 2021

Keywords

Case-based teaching
Implied student
Integrated history and philosophy of science
Philosophy of science in practice
Science didactics
Teaching philosophy of science

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title = "Adapting practice-based philosophy of science to teaching of science students",

abstract = "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{\textquoteright} 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.",

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AU - Johansen, Mikkel Willum

AU - Nagayoshi, Caio

AU - Witteveen, Joeri

AU - Sørensen, Henrik Kragh

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AB - 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.

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KW - Implied student

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KW - Philosophy of science in practice

KW - Science didactics

KW - Teaching philosophy of science

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ER -

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

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