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The Hows and Whys of Philosophy of Science Teaching: A Comparative Analysis

De Regt, Henk W. and Koster, Edwin (2021) The Hows and Whys of Philosophy of Science Teaching: A Comparative Analysis. [Preprint]

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Abstract

What makes teaching philosophy of science to non-philosophy students different from teaching it to philosophy students, and how should lecturers in philosophy adapt to an audience of practitioners of a field of study that they are reflecting on? In this paper we address this question by analyzing the differences between these student groups, and based on this analysis we make suggestions as to how philosophy of science can be taught to non-philosophy students in an effective and attractive way. Starting-point is the observation that not only the background knowledge and interests of these students but also the aims of the respective courses will differ. We present a comparative analysis of the demands and conditions for teaching philosophy of science to the different types of students, focusing on learning objectives and didactic approaches. Next, we apply our analysis to a concrete example, the role of values in science, and discuss how this may be taught to either philosophy students or non-philosophy students. Finally, we discuss an alternative format for teaching philosophy to non-philosophy students.


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Item Type: Preprint
Creators:
CreatorsEmailORCID
De Regt, Henk W.henk.deregt@ru.nl0000-0003-0580-0755
Koster, Edwine.koster@vu.nl0000-0002-2972-2301
Keywords: Teaching philosophy of science Dilemma-Oriented Learning Model (DOLM) Science and values Philosophy of science in practice
Subjects: General Issues > Science Education
General Issues > Values In Science
Depositing User: Prof. Henk W. de Regt
Date Deposited: 14 Oct 2021 01:27
Last Modified: 14 Oct 2021 01:27
Item ID: 19689
DOI or Unique Handle: https://doi.org/10.1007/s13194-021-00421-1
Subjects: General Issues > Science Education
General Issues > Values In Science
Date: 4 October 2021
URI: https://philsci-archive-dev.library.pitt.edu/id/eprint/19689

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