Bezinning op ‘verklaren’ in een scheikunde-onderwijssituatie
Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014 |
Vogelezang, M. J. Heijeler, R. Tijdschrift voor Didactiek van de Beta-wetenschappen |
‘To explain’ is often understood as a deductive activity based on laws. This is done in a context of philosophy of science but also in a context of science teaching. This article describes two chemistry learning situations where a pupil spontaneously utters a need for an explanation of a certain fact. The teacher understands this question as dissatisfaction with merely a description of empirical data and also as asking for a theoretical point of view by which relations between this data can become visible. In these learning situations ‘(need for) explanation’ is regarded as a necessary phase in the genesis of a theoretical level in chemistry learning, and thereby viewed in a context of science didactics.
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