Giere’s Contributions to Reflecting on Science Education
Abstract
Ronald N. Giere, in his long career as a philosopher, was interested in reflecting on the teaching of disciplines with the aid of ideas such as: model-theoretical reconstruction, perspectivism, models as maps, theoretical hypotheses and (cognitive-) agent-based didactics. Such reflections, together with his very influential “explanation of science” structured around theoretical models and modelling, are useful for teachers and researchers in science education in order to design science teaching in the different educational levels that fosters autonomous and critical thinking among students. For us, Giere’s main contribution to think about science education is related with providing input to construct a teaching model that considers students as agents capable of rigorously thinking on the world because they accept incorporating theories to which they give authentic meaning in what they can do in that world in accordance with their own perspective of intervention. Giere’s naturalistic analysis, which intends to show us the work of scientists as it is executed, may be transposed in order to characterise school science as a justified and self-correcting way of understanding that involves the appropriation of theoretical models that are collective heritage.
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Adúriz-Bravo, Agustín e Izquierdo-Aymerich, Mercè (2009). Un modelo de modelo científico para la enseñanza de las ciencias naturales. Revista Electrónica de Investigación en Educación en Ciencias, 4(No. Especial 1), 40-49.
Adúriz-Bravo, Agustín, Merino Rubilar, Cristian e Izquierdo-Aymerich, Mercè (2012). An approach to the construction of chemistry curricula on the basis of structuring theoretical fields. Journal of Science Education/Revista de Educación en Ciencias, 13(SUPPL.), 42-45.
Chamizo, José Antonio (2013). A new definition of models and modeling in chemistry’s teaching. Science & Education, 22(7), 1613-1632.
Develaki, Maria (2007). The model-based view of scientific theories and the structuring of school science programmes. Science & Education, 16(7), 725-749.
Giere, Ronald N. (1979). Understanding scientific reasoning. Nueva York: Holt, Rinehart & Winston.
Giere, Ronald N. (1992). La explicación de la ciencia: Un acercamiento cognoscitivo. México: Consejo Nacional de Ciencia y Tecnología. (Original en inglés de 1988).
Giere, Ronald N. (1999a). Del realismo constructivo al realismo perspectivo. Enseñanza de las Ciencias, No. Extra, 9-14.
Giere, Ronald N. (1999b). Didáctica de las ciencias basada en el agente: Roles para la filosofía de la ciencia y las ciencias cognitivas. Enseñanza de las Ciencias, No. Extra, 5-8.
Giere, Ronald N. (1999c). Science without laws. Chicago: The University of Chicago Press.
Giere, Ronald N. (1999d.) Using models to represent reality. En Lorenzo Magnani, Nancy J. Nersessian y Paul Thagard (eds.), Model-based reasoning in scientific discovery (pp. 41-57). Nueva York: Kluwer/Plenum.
Giere, Ronald N. (2006). Scientific perspectivism. Chicago: The University of Chicago Press.
Izquierdo-Aymerich, Mercè (2014). Los modelos teóricos en la enseñanza de las “ciencias para todos” (ESO, nivel secundario). Bio-grafía: Escritos sobre la Biología y su Enseñanza, 7(13), 69-85.
Izquierdo-Aymerich, Mercè y Adúriz-Bravo, Agustín (2003). Epistemological foundations of school science. Science & Education, 12(1), 27-43.
Koponen, Ismo T. (2007). Models and modelling in physics education: A critical re- analysis of philosophical underpinnings and suggestions for revisions. Science & Education, 16(7), 751-773.
Merino, Cristian e Izquierdo-Aymerich, Mercè (2011). Aportes a la modelización según el cambio químico. Educación Química, 22(3), 212-223.
Merino, Cristian e Izquierdo-Aymerich, Mercè (2013). Los modelos teóricos en el diseño de una “química para todos”. Enseñanza de las Ciencias, No. Extra IX Congreso Internacional, 1784-1788.
Oh, Phil S. y Oh, Sung J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130.
Passmore, Cynthia (2015). Models. En Richard Gunstone (ed.), Encyclopedia of science education (pp. 659-663). Dordrecht: Springer.
Adúriz-Bravo, Agustín, Merino Rubilar, Cristian e Izquierdo-Aymerich, Mercè (2012). An approach to the construction of chemistry curricula on the basis of structuring theoretical fields. Journal of Science Education/Revista de Educación en Ciencias, 13(SUPPL.), 42-45.
Chamizo, José Antonio (2013). A new definition of models and modeling in chemistry’s teaching. Science & Education, 22(7), 1613-1632.
Develaki, Maria (2007). The model-based view of scientific theories and the structuring of school science programmes. Science & Education, 16(7), 725-749.
Giere, Ronald N. (1979). Understanding scientific reasoning. Nueva York: Holt, Rinehart & Winston.
Giere, Ronald N. (1992). La explicación de la ciencia: Un acercamiento cognoscitivo. México: Consejo Nacional de Ciencia y Tecnología. (Original en inglés de 1988).
Giere, Ronald N. (1999a). Del realismo constructivo al realismo perspectivo. Enseñanza de las Ciencias, No. Extra, 9-14.
Giere, Ronald N. (1999b). Didáctica de las ciencias basada en el agente: Roles para la filosofía de la ciencia y las ciencias cognitivas. Enseñanza de las Ciencias, No. Extra, 5-8.
Giere, Ronald N. (1999c). Science without laws. Chicago: The University of Chicago Press.
Giere, Ronald N. (1999d.) Using models to represent reality. En Lorenzo Magnani, Nancy J. Nersessian y Paul Thagard (eds.), Model-based reasoning in scientific discovery (pp. 41-57). Nueva York: Kluwer/Plenum.
Giere, Ronald N. (2006). Scientific perspectivism. Chicago: The University of Chicago Press.
Izquierdo-Aymerich, Mercè (2014). Los modelos teóricos en la enseñanza de las “ciencias para todos” (ESO, nivel secundario). Bio-grafía: Escritos sobre la Biología y su Enseñanza, 7(13), 69-85.
Izquierdo-Aymerich, Mercè y Adúriz-Bravo, Agustín (2003). Epistemological foundations of school science. Science & Education, 12(1), 27-43.
Koponen, Ismo T. (2007). Models and modelling in physics education: A critical re- analysis of philosophical underpinnings and suggestions for revisions. Science & Education, 16(7), 751-773.
Merino, Cristian e Izquierdo-Aymerich, Mercè (2011). Aportes a la modelización según el cambio químico. Educación Química, 22(3), 212-223.
Merino, Cristian e Izquierdo-Aymerich, Mercè (2013). Los modelos teóricos en el diseño de una “química para todos”. Enseñanza de las Ciencias, No. Extra IX Congreso Internacional, 1784-1788.
Oh, Phil S. y Oh, Sung J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130.
Passmore, Cynthia (2015). Models. En Richard Gunstone (ed.), Encyclopedia of science education (pp. 659-663). Dordrecht: Springer.
Izquierdo Aymerich, M., & Adúriz-Bravo, A. (2021). Giere’s Contributions to Reflecting on Science Education. Artefactos. Philosophical Studies on Science and Technology, 10(1), 75–87. https://doi.org/10.14201/art20211017587
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