The epistemological obstacles from Gaston Bachelard’s point of view and its educational implications in science education

پژوهش نامه مبانی تعلیم و تربیت

Article 1, Volume 7, Issue 2, March 2018, Pages 5-24   

Document Type: پژوهشی

DOI: 10.22067/fedu.v7i2.69172

Authors

Mousa Toumajiri^{* 1}; Iraj Nikseresht²

¹Amirkabir University

²Tehran University

Abstract

The main purpose of this paper is to investigate the epistemological problems of learning the concepts of empirical sciences by students. For this purpose, the notion of epistemological obstacles and the psychoanalysis of objective knowledge method presented by Gaston Bachelor, was used. The psychoanalysis of objective knowledge method has three main aspects of psychoanalytic, epistemological, and historical. The psychoanalysis of objective knowledge, with regards to these aspects, addresses the factors and obstacles that have hampered the development and advancement of science. In addition to the determinative role played in scientific researches, epistemological obstacles also have important educational implications in the field of empirical science education. In this article, we will focus on the major educational implications of epistemological obstacles in the teaching of empirical sciences, and we propose a new approach to science education. The proposed approach emphasizes the use of epistemological errors in students to identify and eliminate learning obstacles. The results of the research indicate that application of the consequences of epistemological obstacles to science education can help to improve the quality of teaching science by identifying and eliminating learning obstacles from different aspects.

Keywords

Bachelard; epistemological obstacles; empirical science education; Science Education; psychoanalysis of objective knowledge; educational obstacle; learning obstacles; prescience; scientific mentality; primitive mentality

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