Details
| Originalsprache | Englisch |
|---|---|
| Aufsatznummer | 48 |
| Fachzeitschrift | European Journal for Philosophy of Science |
| Jahrgang | 11 |
| Publikationsstatus | Veröffentlicht - 12 Mai 2021 |
Abstract
This paper explores how work in the philosophy of science can be used when teaching scientific content to science students and when training future science teachers. I examine the debate on the concept of fitness in biology and in the philosophy of biology to show how conceptual pluralism constitutes a problem for the conceptual change model, and how philosophical work on conceptual clarification can be used to address that problem. The case of fitness exemplifies how the philosophy of science offers tools to resolve teaching difficulties and make the teaching of scientific concepts more adequate to the actual state of affairs in science.
ASJC Scopus Sachgebiete
- Geisteswissenschaftliche Fächer (insg.)
- Philosophie
- Geisteswissenschaftliche Fächer (insg.)
- Wissenschaftsgeschichte und -philosophie
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in: European Journal for Philosophy of Science, Jahrgang 11, 48, 12.05.2021.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Misconceptions, conceptual pluralism, and conceptual toolkits
T2 - bringing the philosophy of science to the teaching of evolution
AU - Reydon, Thomas A.C.
PY - 2021/5/12
Y1 - 2021/5/12
N2 - This paper explores how work in the philosophy of science can be used when teaching scientific content to science students and when training future science teachers. I examine the debate on the concept of fitness in biology and in the philosophy of biology to show how conceptual pluralism constitutes a problem for the conceptual change model, and how philosophical work on conceptual clarification can be used to address that problem. The case of fitness exemplifies how the philosophy of science offers tools to resolve teaching difficulties and make the teaching of scientific concepts more adequate to the actual state of affairs in science.
AB - This paper explores how work in the philosophy of science can be used when teaching scientific content to science students and when training future science teachers. I examine the debate on the concept of fitness in biology and in the philosophy of biology to show how conceptual pluralism constitutes a problem for the conceptual change model, and how philosophical work on conceptual clarification can be used to address that problem. The case of fitness exemplifies how the philosophy of science offers tools to resolve teaching difficulties and make the teaching of scientific concepts more adequate to the actual state of affairs in science.
KW - Conceptual change
KW - Conceptual pluralism
KW - Conceptual toolkit
KW - Fitness
KW - Natural selection
UR - http://www.scopus.com/inward/record.url?scp=85105711050&partnerID=8YFLogxK
U2 - 10.1007/s13194-021-00363-8
DO - 10.1007/s13194-021-00363-8
M3 - Article
AN - SCOPUS:85105711050
VL - 11
JO - European Journal for Philosophy of Science
JF - European Journal for Philosophy of Science
SN - 1879-4912
M1 - 48
ER -