The Epistemological Background of our Strategies

Details The Epistemological Background of our Strategies The Epistemological Background of our Strategies

Aug 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006iauss...2e..45b&link_type=abstract

Innovation in Teaching/Learning Astronomy Methods, 26th meeting of the IAU, Special Session 2, 17-18 August, 2006 in Prague, Cze

Computer Science

Learning

Scientific paper

The major objectives of the long-term strategy in promoting a scientific discipline into the education sphere may be the following : • A permanent presence of the discipline inside the general education • A good harmonisation with other disciplines (at least the scientific ones) • A maximal efficiency of its presence as a required discipline Before any practical approaches (social, administrative, or any other), it is required (necessary) that the promoters of any discipline formulate and underline its cognitive and formative contribution. This can be done only by starting with the epistemological statute of the discipline and its pedagogical implications. Defining the epistemological statute, as well as the requirements of an optimal communication among the options concerning the orientation (re-orientation) of educational strategies, brings forth the necessity of analysing some fundamental concepts, with epistemological characters. Even if it seems to be known by everyone, usually the concepts are not taken into account with their real importance. The fundamental concept we refer to herein constitute a real "conceptual network" who, "volens-nolens", is the epistemological background for any strategy of education relative to science. Being conscious of the importance of the epistemological background will permit the modification of the beginning and the references used in defining the strategy of education in (through) astronomy.

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