Epistemology of science and science teacher education

Abstract

A central aim of this article is to argue basic assumption underlying science education. Using historical approach, I explore the basic assumption underlying science-teaching methodology and science curricula-design. As a result, the curricula and the instruction in science education have been influenced by central commitments in philosophy of science. In the 1900 s, educational program in science education promote only a Baconian view of scientific method, and in the period of the movement of curriculum reform which blossomed in the 1960 s, the research in science education was under the control of the hypothetico-deductive model proposed by K. Popper. More recently, contemporary view in philosophy of science suggests that fundamental conceptual change in science was induced by change in central commitments which organize research, suggested by T. Kuhn so that recent programs in science education are based upon the Kuhnian view. The results show that the premise of epistemological fundation of science education originated in epistemology for philosophy of science. Therefore, science teacher training program in Japan should be based upon epistemology of science.