Епістемологічні підходи у науковій освіті: філософсько-методологічний аналіз
DOI:
https://doi.org/10.32405/2413-4139-2024-1(32)-27-34Keywords:
epistemology, science education, philosophy of science, epistemic knowledge, epistemic skillsAbstract
The article explores the philosophical foundation of science education from the perspective of various epistemological concepts, revealing not only the significance of the philosophy of science for modern education but also the integration of epistemological approaches into the practical aspects of scientific disciplines. Specifically, it analyzes the contributions of prominent philosophers to the development of epistemological theories, focusing on empiricism, rationalism, and constructivism. By examining their contributions, the article elucidates how different philosophical approaches influence the formulation of scientific questions, the selection of methodologies, and the understanding of scientific data. This enables students and researchers to better comprehend the scientific process and promotes the development of a critical approach to scientific conclusions.
The article discusses how understanding epistemic knowledge and skills contributes to formulating scientific questions, choosing research methods, and interpreting results. The author emphasizes the importance of critical thinking and interdisciplinary dialogue for the development of responsible and informed scientific practice, which includes a deep understanding of the ethical and social implications of scientific discoveries. This article examines the impact of research methodology on educational practice and policy, highlighting the importance of epistemological approaches in assessing and shaping educational methodologies.
The author analyzes how student-centered methods, such as project-based and inquiry-based learning, foster deeper comprehension of material and the development of critical thinking. The article also highlights the influence of technological innovations that are changing traditional learning environments and discusses how the use of quantitative and qualitative methods can improve educational policy. Finally, the work emphasizes the ethics in scientific research and its importance in ensuring responsibility and honesty in education.
Overall, the research underscores the necessity of an interdisciplinary approach and continual reevaluation of methodologies to adapt to the changing needs of the educational system.
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References
Використані літературні джерела
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19. Qureshi, M. I., Khan, N., Raza, D., Imran, A., & Ismail, F. (2021). Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review. International Journal of Interactive Mobile Technologies (iJIM). 15 (04). P. 31–47. DOI: https://doi.org/10.3991/ijim.v15i04.20291.
20. Clark, C. (2011). Education(al) Research, Educational Policy-Making and Practice. Journal of Philosophy of Education. No. 45(1), P. 37–57. DOI: https://doi.org/10.1111/j.1467-9752.2010.00769.x.
21. Cardno, C. (2018). Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research Method. Educational Administration: Theory & Practice. 24 (4). P. 623–640. DOI: https://doi.org/10.14527/kuey.2018.016.
22. Weinbaum, C., Landree, E., Blumenthal, M. S., Piquado, T., & Gutierrez Gaviria, C. I. (2019). Ethics in Scientific Research: An Examination of Ethical Principles and Emerging Topics. Santa Monica, CA. DOI: https://doi.org/10.7249/RR2912
23. Porter, A. L., Roessner, J. D., Cohen, A. S., & Perreault, M. (2006). Interdisciplinary Research: Meaning, Metrics and Nurture. Research Evaluation. 15 (3). P. 187–195. DOI: https://doi.org/10.3152/147154406781775841.
24. Demchenko, Y., Zhao, Z., Grosso, P., Wibisono, A., & de Laat, C. (2012). Addressing Big Data Challenges for Scientific Data Infrastructure. 4th IEEE International Conference on Cloud Computing Technology and Science Proceedings. Taiwan. P. 614–617. DOI: https://doi.org/10.1109/CloudCom.2012.6427494.
