自然科学の方法論と理科授業の方法 : 授業のモデルとしての科学的発見の過程

摘要

Explanations of scientific discoveries by psychologism and sophisticated falsificationism have different views of the role of rationality. They have the same views, however, that the history of science is the process of replacement of old theories by new ones, and that the process follows the same steps. On the one hand, one of their mutual findings is that scientific knowledge is accepted not because it has universal validity but because it has historical validity. Contemporary scientific knowledge originates in old one. This character should be reflected in science teaching. On the other hand, science learners also have naive conceptions which are similar to the old scientific theories. Thus the question which arises is what process of learning can bring them from their naive conceptions to contemporary ones. The answer is acquired by considering it to be the process of scientific discovery.