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

• This paper is a phenomenological critique of some of the basic notions informing much of the research in and practice of science education (SE) today. It is suggested that the theoretical bases of SE are 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 action 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

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Pedagogy

Educational Work

Subject Didactics

Pedagogik

Education

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