Teaching Science as a Hermeneutic Event
In this article, the author explores the need for science education to be taught as a hermeneutic event, as opposed to a book of facts to be memorized. The fragmented, passive transmission of facts does not allow students to have a clear understanding of science, its’ traditions and how science l...
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University of Calgary
2013
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| Acceso en línea: | https://doaj.org/article/094f0a9e22e444d08ba32fe75cb98b58 |
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oai:doaj.org-article:094f0a9e22e444d08ba32fe75cb98b582021-11-25T21:26:04ZTeaching Science as a Hermeneutic Event10.11575/jah.v0i2.532011927-4416https://doaj.org/article/094f0a9e22e444d08ba32fe75cb98b582013-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/jah/article/view/53201https://doaj.org/toc/1927-4416 In this article, the author explores the need for science education to be taught as a hermeneutic event, as opposed to a book of facts to be memorized. The fragmented, passive transmission of facts does not allow students to have a clear understanding of science, its’ traditions and how science lives in the world. By reconnecting biology back into the world and recognizing its creativity and uncertainty will help students understand how science impacts their lives and the world. The author explores how, through hermeneutics, students can experience the living discipline of science, as opposed to learning about science. Sharon PelechUniversity of Calgaryarticlehermeneuticseducationsecondary sciencebiologyphilosophyteaching and learningPhilosophy (General)B1-5802ENJournal of Applied Hermeneutics, Iss 2 (2013) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
hermeneutics education secondary science biology philosophy teaching and learning Philosophy (General) B1-5802 |
| spellingShingle |
hermeneutics education secondary science biology philosophy teaching and learning Philosophy (General) B1-5802 Sharon Pelech Teaching Science as a Hermeneutic Event |
| description |
In this article, the author explores the need for science education to be taught as a hermeneutic event, as opposed to a book of facts to be memorized. The fragmented, passive transmission of facts does not allow students to have a clear understanding of science, its’ traditions and how science lives in the world. By reconnecting biology back into the world and recognizing its creativity and uncertainty will help students understand how science impacts their lives and the world. The author explores how, through hermeneutics, students can experience the living discipline of science, as opposed to learning about science.
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| format |
article |
| author |
Sharon Pelech |
| author_facet |
Sharon Pelech |
| author_sort |
Sharon Pelech |
| title |
Teaching Science as a Hermeneutic Event |
| title_short |
Teaching Science as a Hermeneutic Event |
| title_full |
Teaching Science as a Hermeneutic Event |
| title_fullStr |
Teaching Science as a Hermeneutic Event |
| title_full_unstemmed |
Teaching Science as a Hermeneutic Event |
| title_sort |
teaching science as a hermeneutic event |
| publisher |
University of Calgary |
| publishDate |
2013 |
| url |
https://doaj.org/article/094f0a9e22e444d08ba32fe75cb98b58 |
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AT sharonpelech teachingscienceasahermeneuticevent |
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