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020 _a9781402037702
_99781402037702
024 7 _a10.1007/1402037708
_2doi
035 _avtls000334490
039 9 _a201509030208
_bVLOAD
_c201404120758
_dVLOAD
_c201404090537
_dVLOAD
_y201402041149
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aNola, Robert.
_eeditor.
_9307727
245 1 0 _aPhilosophy, Science, Education and Culture /
_cedited by Robert Nola, Gürol Irzik.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _axiii, 488 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aScience & Technology Education Library,
_x1572-5987 ;
_v28
500 _aSpringer eBooks
505 0 _aBelief, Learning and Education -- Knowledge, Education and Critical Inquiry -- Plato on Knowledge, and a Socratic Model of Inquiry -- Some Problems for Theories of Knowledge and Their Resolution -- Varieties of Constructivism and the Inaccessibility of Reality Argument -- The Aims of Science and Critical Inquiry -- Naive Inductivism as a Methodology in Science -- Hypothetico-Deductivism as a Methodology in Science -- Bayesian Methodology in Science -- Scientific Realism and Modelling Reality -- Sociology Versus Rationality in Science -- Lyotard,Postmodernism and Education -- Multiculturalism and Science Education -- Politics of Science and Science Education.
520 _aCurrents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aIrzik, Gürol.
_eeditor.
_9307277
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402037696
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-3770-8
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c281747
_d281747