A family resemblance approach to the nature of science for science education

Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called “the consensus view” about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This is an attractive view, but it has some shortcomings and weaknesses. In this article we present and defend an alternative approach based on the notion of family resemblance. We argue that the family resemblance approach is superior to the consensus view in several ways, which we discuss in some detail

Passing process on 2+1-routes: A contribution to design of three-lane rural roads

Im Rahmen der vorliegenden Arbeit konnte ein praxisorientiertes Verfahren zur Ermittlung der optimalen Länge eines Überholabschnitts im Zuge von 2+1-Strecken erarbeitet werden. Die besondere Problematik bestand dabei in der Lösung eines Zielkonflikts: Zum einem soll ein Überholabschnitt so bemessen sein, dass möglichst alle in den zweistreifigen Abschnitt einfahrenden Pulks an dessen Ende aufgelöst sind. Zum anderen darf der Überholabschnitt jedoch auch nicht zu lang sein, da sich dies unmittelbar auf die Länge des einstreifigen Abschnitts der Gegenrichtung und somit auf die Pulkbildung auswirkt. Entlang der 15 ausgewählten Untersuchungsabschnitte wurden mehrere Kameras in Reihe geschaltet, um so z.B. den Beginn und das Ende der Überholvorgänge bestimmen zu können. Das auf Basis der umfangreichen empirischen Untersuchungen entwickelte Verfahren setzt sich aus drei Bestandteilen zusammen: Zunächst kann in Abhängigkeit von der Verkehrsstärke und dem Anteil an nicht aufgelösten Pulks die im Hinblick auf die Pulkauflösung erforderliche Länge eines Überholabschnitts bestimmt werden. Um jedoch eine übermäßige Pulkbildung in der Gegenrichtung zu vermeiden, werden auch Empfehlungen hinsichtlich einer Obergrenze in Abhängigkeit von der Verkehrsstärke und dem Schwerverkehrsanteil gegeben. Sofern Zwangspunkte gegen die Einhaltung der optimalen Länge sprechen, enthält das Verfahren auch Empfehlungen im Hinblick auf eine aus Sicherheitsüberlegungen abgeleiteten Mindestlänge von Überholabschnitten. Diese Empfehlung basiert auf einem Zusammenhang zwischen dem Anteil der auf den letzten 200 m einscherenden Fahrzeuge an allen Überholenden und der Anzahl der Konflikte beim Einschervorgang. Schließlich enthält die vorgelegte Arbeit zusätzliche Hinweise zur Querschnittsgestaltung und Empfehlungen zur Knotenpunktart, die sich teilweise auf zurückliegenden Arbeiten gründen, jedoch auch im Rahmen der Dissertation auf der Grundlage vorhandener Untersuchungen erarbeitet wurden.The aim of the dissertation was to determine an optimal length for two-lane sections within 2+1-routes in dependence on various parameters. The length should be dimensioned so that platoons driving into a two-lane section will be dissolved. On the other hand it should not be longer than necessary, because if a two-lane section in one direction is too long, the platoons in the one-lane section of the opposite direction – where passing is not allowed – will be getting more numerous and longer. In addition a minimal length of two-lane sections based on traffic safety criteria should be defined. In order to obtain the desired information, all 15 selected two-lane sections were monitored by several video cameras along the whole section. After evaluating the observations, the extensive available data was used to establish the relevant characteristic quantities of traffic flow and passing processes: A correlation between traffic volume and share of incomplete dissolving processes has been used in order to define the necessary length of a two-lane section. A maximum length – depending on traffic volume and share of heavy goods vehicles – is also suggested. This restriction shall prevent that the length of a two-lane section and with it the length of the one-lane section of the opposite direction will increase excessively. Otherwise negative effects on platooning must be expected. Finally a minimum length according to traffic safety is recommended for two-lane sections. This recommendation is based on the relation between the share of vehicles changing from the passing to the right lane on the last 200 m of a two-lane section related to the total number of all passing processes and the number of conflicts while changing from the passing to the right lane on the last 200 m of these sections. The overall result of the presented dissertation is a simplified method for determining the optimal length of two-lane sections

Distributive Epistemic Justice in Science

This article develops an account of distributive epistemic justice in the production of scientific knowledge. We identify four requirements: (a) science should produce the knowledge citizens need in order to reason about the common good, their individual good and pursuit thereof; (b) science should produce the knowledge those serving the public need to pursue justice effectively; (c) science should be organized in such a way that it does not aid the wilful manufacturing of ignorance; and (d) when making decisions about epistemic risks, scientists should make sure that there aren’t social groups or weighty interests that are neglected. After discussing these requirements, we examine the relationship between discriminatory and distributive epistemic injustice in science and argue that they often compound each other

Well-Ordered Science and Public Trust in Science

Building, restoring and maintaining well-placed trust between scientists and the public is a difficult yet crucial social task requiring the successful cooperation of various social actors and institutions. Philip Kitcher’s (2011) takes up this challenge in the context of liberal democratic societies by extending his ideal model of “well-ordered science” that he had originally formulated in his (2001). However, Kitcher nowhere offers an explicit account of what it means for the public to invest epistemic trust in science. Yet in order to understand how his extended model and its implementation in the actual world address the problem of trust as well as to evaluate it critically, an explicit account of epistemic public trust in science needs to be given first. In this article we first present such an account and then scrutinize his project of building public trust in science in light of it. We argue that even though Kitcher’s ideal model and his proposals for its implementation in the real world face a number of problems, they can be addressed with the resources of our account

Well-ordered science and public trust in science

Building, restoring and maintaining well-placed trust between scientists and the public is a difficult yet crucial social task requiring the successful cooperation of various social actors and institutions. Kitcher’s (Science in a democratic society, Prometheus Books, Amherst, 2011) takes up this challenge in the context of liberal democratic societies by extending his ideal model of “well-ordered science” that he had originally formulated in his (Science, truth, and democracy, Oxford University Press, Oxford, 2001). However, Kitcher nowhere offers an explicit account of what it means for the public to invest epistemic trust in science. Yet in order to understand how his extended model and its implementation in the actual world address the problem of trust as well as to evaluate it critically, an explicit account of epistemic public trust in science needs to be given first. In this article we first present such an account and then scrutinize his project of building public trust in science in light of it. We argue that even though Kitcher’s ideal model and his proposals for its implementation in the real world face a number of problems, they can be addressed with the resources of our account

Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education

Even though enhancement of students’ understanding of social justice is thought to contribute to good citizenship, contextualising social justice in science education remains challenging for teachers because social justice is not conventionally a common feature of science teaching and learning. A separate issue in science education concerns a vast body of work on nature of science (NOS) elated to understanding of and about science. Understanding NOS is thought to contribute to scientific literacy as well as citizenship. Although social justice and NOS literatures share similar themes such as citizenship goals, the precise intersection of these literatures remains relatively understudied. In this chapter, we present an argument about how contemporary conceptualizations of NOS as well as NOS instruction might be used to promote goals related to social justice. In so doing, we aim to contribute to NOS literature by drawing on theories of social justice grounded in political philosophy. We trace the potential overlap of social justice and NOS concepts and draw out example recommendations for curriculum statements and practical teaching as well as practical teaching and learning approaches. Overall, we advocate the promotion of educational goals related to social justice through NOS instruction

Disciplinary authenticity and personal relevance in school science

Pursuing both disciplinary authenticity and personal relevance in the teaching and learning of science in school generates tensions that should be acknowledged and resolved. This paper problematizes and explores the conceptualizations of these tensions by considering personal relevance, disciplinary authenticity, and common school science as three perspectives that entail different educational goals. Based on an analysis of the literature, we identify five facets of the tensions: content fidelity, content coverage, language and discursive norms, epistemic structure and standards, and significance. We then explore the manifestations of these facets in two different examples of the instruction and learning of physics at the advanced high school level in Israel and Italy. Our analysis suggests that (1) the manifestations of these tensions and their resolution are highly contextual. (2) While maintaining personal relevance and disciplinary authenticity requires some negotiation, the main tension that needs to be resolved is between personal relevance and common school science. (3) Disciplinary authenticity, when considered in terms of its full depth and scope, can be equipped to resolve this tension within the discipline. (4) To achieve resolution, teachers’ expertise should include not only pedagogical expertise but also a deep and broad disciplinary understanding.Peer reviewe

Justice in the distribution of knowledge

In this article we develop an account of justice in the distribution of knowledge. We first argue that knowledge is a fundamental interest that grounds claims of justice due to its role in individuals’ deliberations about the common good, their personal good and the pursuit thereof. Second, we identify the epistemic basic structure of a society, namely, the institutions that determine individuals’ opportunities for acquiring knowledge and discuss what justice requires of them. Our main contention is that a systematic lack of opportunity to acquire knowledge one needs as an individual and a citizen because of the way the epistemic basic structure of a society is organized is an injustice. Finally, we discuss how our account relates to John Rawls's influential theory of justice