dc.citation.endPage |
81 |
- |
dc.citation.number |
1 |
- |
dc.citation.startPage |
72 |
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dc.citation.title |
COACTIVITY: PHILOSOPHY, COMMUNICATION |
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dc.citation.volume |
24 |
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dc.contributor.author |
Park, Seungbae |
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dc.date.accessioned |
2023-12-22T00:07:43Z |
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dc.date.available |
2023-12-22T00:07:43Z |
- |
dc.date.created |
2016-04-01 |
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dc.date.issued |
2016-03 |
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dc.description.abstract |
Scientific realists believe both what a scientific theory says about observables and unobservables. In contrast, scientific antirealists believe what a scientific theory says about observables, but not about unobservables. I argue that scientific realism is a more useful doctrine than scientific antirealism in science classrooms. If science teachers are antirealists, they are caught in Moore’s paradox when they help their students grasp the content of a scientific theory, and when they explain a phenomenon in terms of a scientific theory. Teachers ask questions to their students to check whether they have grasped the content of a scientific theory. If the students are antirealists, they are also caught in Moore’s paradox when they respond positively to their teachers’ questions, and when they explain a phenomenon in terms of a scientific theory. Finally, neither teachers nor students can understand phenomena in terms of scientific theories, if they are antirealists. |
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dc.identifier.bibliographicCitation |
COACTIVITY: PHILOSOPHY, COMMUNICATION, v.24, no.1, pp.72 - 81 |
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dc.identifier.doi |
10.3846/10.2016.241 |
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dc.identifier.issn |
2029-6320 |
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dc.identifier.uri |
https://scholarworks.unist.ac.kr/handle/201301/19367 |
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dc.identifier.url |
http://www.cpc.vgtu.lt/index.php/cpc/article/view/241 |
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dc.language |
영어 |
- |
dc.publisher |
VGTU Press |
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dc.title |
Scientific Realism Versus Antirealism in Science Education |
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dc.type |
Article |
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dc.description.isOpenAccess |
TRUE |
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dc.description.journalRegisteredClass |
foreign |
- |