Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science

摘要: The essay reviews a new approach to science/physics curriculum. Scientific knowledge is considered as culture, and the disciplinary content upgraded cultural (CCK ). Physics comprised of fundamental theories hierarchically structured in triadic model: nucleus-body-periphery representing discipline-culture. This structure supports displaying major steps scientific discourse construction particular discipline. By contrast between fundamentals (nucleus) their alternatives (periphery) conceptual meaning former established emphasized. As epistemological aspects knowledge, suggests considering different approaches - rationalist, empiricist constructivist − complementary contributions interwoven integrated method practiced science. CCK based curriculum involves arranges using history philosophy It seeks meta-knowledge (big picture) science appealing broad population learners interests preferences. Three ways deliver oriented had been empirically explored. They were briefly described: curriculum, excursus summative lecture. Some features are addressed within discipline-culture perspective (theory-model relationship, concept definitions, cumulative nature objectivity knowledge). Altogether, suggested curricular provides paradigm matching tradition dissemination literacy enlightenment.