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Scientific Realism Versus Antirealism in Science Education

Park, Seungbae (2016) Scientific Realism Versus Antirealism in Science Education.

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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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Item Type: Published Article or Volume
Creators:
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Park, Seungbae
Keywords: Moore’s Paradox, Science Education, Scientific Antirealism, Scientific Realism
Subjects: General Issues > Realism/Anti-realism
General Issues > Science Education
Depositing User: Dr. Seungbae Park
Date Deposited: 23 Jan 2019 15:05
Last Modified: 23 Jan 2019 15:05
Item ID: 15619
Subjects: General Issues > Realism/Anti-realism
General Issues > Science Education
Date: 2016
URI: https://philsci-archive-dev.library.pitt.edu/id/eprint/15619

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