Expanding "Science Interests" and its Implications for Natural Science Education

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 10, Issue 1 - Serial Number 19, September 2020, Pages 33-58   

Document Type: پژوهشی

DOI: 10.22067/fedu.v10i1.79847

Author

Musa Tomaj^*

Tehran University

Abstract

The main purpose of this research is to expand the interests of science and to study its implications for science education. To this end, Habermas' science interests are first addressed in three ways: technical, practical and emancipatory. Then Mary Hesse's approach to the interpretative and hermeneutical aspects of the natural sciences is examined. After that, Martin Eger's views on the cosmological interest and its suppression in education are discussed. In the next section, while proposing the field of "science studies" as "transcendental interests of science", we will expand the interests of science. Then, the implications of the four subfields of the history of science, the philosophy of science, the sociology of science and psychology of science are discussed. Finally, based on the findings of the study, a new approach and method were proposed, "interest-based science education". The results of this study suggest that in terms of transcendental interests in addition to technical and cosmological interests in natural science education, and the use of interest-based science education, a more comprehensive and extensive picture of science has been provided, while facilitating and deepening the teaching-learning process of science, making this process more attractive and enjoyable.

Keywords

Science Education; interests of science; habermas; transcendental interests; Philosophy of Science; history of science; sociology of science; empirical scinces; Hesse

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