{"title":"Dewey and Rousseau on Experience-Based Science Education","authors":"Georgia Dimopoulou, Renia Gasparatou","doi":"10.1007/s11191-023-00477-w","DOIUrl":null,"url":null,"abstract":"<div><p>Science education researchers suggest teaching activities that are based on students’ experience. Since anything and everything that happens in one's life can be called <i>experience</i> however, it is important to pause and ask what kinds of experiences promote science education. In this paper, we will turn to two philosophers that are considered the forefathers of <i>experience based education</i>, J.J. Rousseau and J. Dewey, and discuss their proposals. We will start with Dewey, one of the most influential philosophers of science education research; his distinction between <i>educative</i> and <i>miseducative experiences</i> should inform any experience-based teaching intervention<i>.</i> Then, we will turn to J.J. Rousseau. Rousseau not only anticipated but also elaborated on the criteria that experience-based science education should satisfy, in his work <i>Emile</i>. Reading Dewey and Rousseau side by side elaborates the kinds of experiences that promote science education; it can also help us realize that, moving forward in time, science education theory and research has forgotten many of Rousseau’s essential teachings. Revisiting <i>Emile</i> then, will help further Dewey’s criteria for educative experiences and revitalize science education.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"1509 - 1521"},"PeriodicalIF":3.4000,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s11191-023-00477-w","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Science education researchers suggest teaching activities that are based on students’ experience. Since anything and everything that happens in one's life can be called experience however, it is important to pause and ask what kinds of experiences promote science education. In this paper, we will turn to two philosophers that are considered the forefathers of experience based education, J.J. Rousseau and J. Dewey, and discuss their proposals. We will start with Dewey, one of the most influential philosophers of science education research; his distinction between educative and miseducative experiences should inform any experience-based teaching intervention. Then, we will turn to J.J. Rousseau. Rousseau not only anticipated but also elaborated on the criteria that experience-based science education should satisfy, in his work Emile. Reading Dewey and Rousseau side by side elaborates the kinds of experiences that promote science education; it can also help us realize that, moving forward in time, science education theory and research has forgotten many of Rousseau’s essential teachings. Revisiting Emile then, will help further Dewey’s criteria for educative experiences and revitalize science education.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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