02851nam a22003855i 4500001001800000003000900018005001700027007001500044008004100059020001800100020001900118024003100137082001400168100002700182245011100209264004600320300003500366336002600401337002600427338003600453347002400489490006100513505067100574520085701245650001502102650003302117650001502150650002302165700002902188710003402217773002002251776003602271830006102307856009702368978-1-4020-3770-2DE-He21320260521092059.0cr nn 008mamaa100301s2005    ne |    s    |||| 0|eng d  a9781402037702  a997814020377027 a10.1007/1-4020-3770-82doi04a507.12231 aNola, Robert.eeditor.10aPhilosophy, Science, Education and Cultureh[electronic resource] /cedited by Robert Nola, Gürol Irzik. 1aDordrecht :bSpringer Netherlands,c2005.  aXIII, 488 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aScience & Technology Education Library,x1572-5987 ;v280 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.  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. 0aEDUCATION. 0aSCIENCExSTUDY AND TEACHING.14aEDUCATION.24aSCIENCE EDUCATION.1 aIrzik, Gürol.eeditor.2 aSpringerLink (Online service)0 tSpringer eBooks08iPrinted edition:z9781402037696 0aScience & Technology Education Library,x1572-5987 ;v2840uhttp://dx.doi.org/10.1007/1-4020-3770-8zVer el texto completo en las instalaciones del CICY