Sci & Ed 30 - Emden 2021

 Emden, M. Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?. Sci & Educ 30, 1037–1073 (2021). https://doi.org/10.1007/s11191-021-00235-w [OA]

• Sobre o uso de scientific enquiry na educação.
• Crítica 1 - Promove desocialização do conhecimento.
• 2 - Monismo metodológico (foco no hipotético dedutivo)
• 3 - Primazia da experimentação
• 4 - Knowledge automaton
• 5 - Ilusão de determinação.

 Toda a seção 6.2 sobre papers é muito interessante. 1051-3

• Science education must not reject the idea of scientifc inquiry in schools just because it does not ideally match the professional practices in science proper. Much of the above critique could be alleviated if science education could agree that scientifc inquiry in schools or “the” Scientifc Method should not be read as a book of rule (see knowledge automaton, illusion of determination, methodological monism) but rather as a frame of reference that provides orientation while preserving individual degrees of freedom (cf. Tibbetts, 1977). The latter aspect is salient for scientists who practice scientifc inquiry in science proper — they must not be ruled in by a tight methodological corset; they have learned to fnd and productively exploit these degrees of freedom through previously amassing content and procedural knowledge (Bond-Robinson & Stucky, 2005; Finley & Pocoví, 2000; Hodson, 1996; Kirschner, 1992; Wieman, 2015). 1055-6

• Critics of “the” Scientifc Method most often come from science education (Alexakos, 2010; Furtak & Penuel, 2019; Hodson, 1998; McComas, 1996; Windschitl et  al., 2008) or philosophy of science (Feyerabend, 1975/1993; Gower, 1997; Haack, 1995; Rudolph, 2005; Woodcock, 2014) — at the same time, it is them who have come up with the descriptions of how science is done in the frst place. Research scientists rarely speak out on scientifc inquiry or “the” Scientifc Method (Herron, 1971) — if they do (Alberts, 2000; Selby, 2006a, b; Wong and Hodson, 2009, 2010), they are admittedly not too fond of school’s depiction. 1057
• Propõe uma exposição gradativa a diferentes facetas do fazer ciência gradativamente ao longo do ensino primário e secundário. 1063-4