Time for education : ontology, epistemology and discursiveness in teaching fundamental scientific topics
Part of : Επιστημονική Επετηρίδα του Παιδαγωγικού Τμήματος Νηπιαγωγών της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Ιωαννίνων ; Vol.Γ΄, 2004, pages 49-62
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49-62
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Science has the character of construction of explicative normative models, whose semantic value is assessed instrumentally, though the quantified corroboration of predictions, or their compliance with the facts, constituting a separate world. But we oppose to its approach as a "logis tic” activity, depraved of any ontological substantiation, since, this would ignore the meditative or interpretive features salient in it. The ontological appropriation of the world is a multidisciplinary task, which cannot be integrated without a form that combines argumentation with a meaningful discourse, open to culture.The view of learning science as culture acquisition affords an intuitive, holistic, and rich appreciation of students' experiences in a science classroom. Common cultural mediators in science education are narratives. McClosky and Bruner have been long-time advocates of the use of narrative in education. As a case study, we applied a both cultural and ontological approach to the teaching of time in primary education.
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Keywords:
ontology, epistemology, discursiveness, science education
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