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Philosophy of Science in Science Teacher Education: Meeting Some of the Challenges

  • Ana C. Couló
Chapter
Part of the Science: Philosophy, History and Education book series (SPHE)

Abstract

A reasonable familiarity with philosophical content, skills, and attitudes can contribute to a science teacher becoming an educator rather than an instructor or a mere supplier of content. However, lately, philosophy and other foundational studies courses have lost their status in many teacher-training curricula – philosophy courses are frequently accused of being irrelevant, unnecessarily obscure or merely an old-fashioned ornamental addition to teacher culture. These criticisms can be refuted by the discussion of the many relevant issues that philosophy can bring to the development of an educator. However, this chapter does not focus on the philosophical content to be taught (what is taught) but rather on the way in which that content is brought to the classroom (how it is taught). The author discusses different approaches to teaching philosophy and suggests some ways in which a philosophy course could be aimed at becoming a more significant experience for science teacher education.

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Ana C. Couló
    • 1
  1. 1.Instituto de Filosofía & Group of Epistemology, History and Didactics of the Natural Sciences, GEHyD, Facultad de Filosofía y LetrasUniversidad de Buenos AiresBuenos AiresArgentina

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