Hvordan åpne for vitenskapshistorie i naturfagundervisning
DOI:
https://doi.org/10.5617/nordina.247Sammendrag
How to represent the nature of science in an authentic way so that the argumentative aspect of science inquiry is not lost is investigated in terms of representations of the history of science. By comparing representations of the development of the Big Bang theory, successive shifts from Big Bang as an established fact to the processes of establishing this fact points to dilemmas and choices involved in teaching the nature of science. Texts from school textbooks, from a historian of science (Helge Kragh) and from a science sociologist (Bruno Latour) are discussed in order to point to key steps from product to process. Three levels of depth in tracing the historical development of a scientific fact are inferred.
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