An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism

Authors

  • Bo Dahlin Karlstad University
  • Edvin Østergaard Norwegian University of Life Sciences
  • Aksel Hugo Norwegian University of Life Sciences

DOI:

https://doi.org/10.5617/nordina.350

Abstract

This paper is a phenomenological critique of some of the basic notions informing much of the researchin and practice of science education (SE) today. It is suggested that the philosophical grounds of S Eare in need of three “reversals of primacy”: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive practice must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences.

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Published

2012-06-29

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Section

Articles