Dunlop, Lynda orcid.org/0000-0002-0936-8149 and de Schrijver, Jelle (2018) Can a rabbit be a scientist? Stimulating philosophical dialogue in science classes. School Science review. pp. 35-43. ISSN 0036-6811
Abstract
Philosophical dialogue requires an approach to teaching and learning in science that is focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and the contribution it can make to breaking down barriers between disciplines (why use philosophical dialogue). It then provides some examples of questions to stimulate philosophical dialogue and suggests some moves that teachers can make to facilitate discussion in whole-class situations (how science teachers can use philosophical dialogue). It is argued that facilitated discussion of philosophical questions can help students to build connections between science, philosophy, and their own interests and experiences in science, other disciplines, and their lives.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | Uploaded with permission of the publisher/copyright holder. Further copying may not be permitted; contact the publisher for details. |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 11 Apr 2018 08:40 |
Last Modified: | 21 Dec 2024 00:15 |
Status: | Published |
Refereed: | Yes |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:129523 |
Download
Filename: SSR_March_2018_035_043_Dunlop.pdf
Description: SSR_March_2018_035-043_Dunlop