Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-skm99 Total loading time: 0 Render date: 2024-04-27T12:29:06.702Z Has data issue: false hasContentIssue false

15 - How Can We Teach Philosophy of Science to Biologists?

Published online by Cambridge University Press:  04 September 2020

By
Kostas Kampourakis  and
Tobias Uller
Edited by
Kostas Kampourakis  and
Tobias Uller
Kostas Kampourakis
Affiliation:
Université de Genève
Tobias Uller
Affiliation:
Lunds Universitet, Sweden
Get access

Summary

So, we now have a book on philosophy of science written for biologists, which contains topics that its editors (both of them biologists) thought would be useful. Whereas we hope that many biologists will read it and reflect on philosophy of science, this is not the only role we envisaged for this book. We also believe that the book could be used in courses for biology undergraduates and graduates. It could be used in a course on philosophy of science, or as a supplement to a biology-focused course that would at the same time aim to promote philosophical reflection among participants. In either case, what is important for anyone who would use this book for teaching purposes is that the contributors to the present book have highlighted some major themes to be discussed.

Type
Chapter
Information
Philosophy of Science for Biologists , pp. 299 - 312
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abd‐El‐Khalick, F. (2005). Developing Deeper Understandings of Nature of Science: The Impact of a Philosophy of Science Course on Preservice Science Teachers’ Views and Instructional Planning. International Journal of Science Education 27(1): 15–42.CrossRefGoogle Scholar
Abd‐El‐Khalick, F. & Lederman, N. G. (2000). The Influence of History of Science Courses on Students' Views of Nature of Science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 37(10): 1057–1095.3.0.CO;2-C>CrossRefGoogle Scholar
Burian, M. & Kampourakis, K. (2013). Against “Genes For”: Could an Inclusive Concept of Genetic Material Effectively Replace Gene Concepts? In Kampourakis, K. (ed.), The Philosophy of Biology: A Companion for Educators, pp. 597–628. Dordrecht: Springer.CrossRefGoogle Scholar
Galili, I. & Hazan, A. (2001). Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction. Science & Education 10(4): 345–367.Google Scholar
Hitchcock, C. (2008). Causation. In Psillos, S. & Curd, M. (eds.), The Routledge Companion to Philosophy of Science, pp. 317–326. New York: Routledge.Google Scholar
Höttecke, D. & Silva, C. C. (2011). Why Implementing History and Philosophy in School Science Education Is a Challenge: An Analysis of Obstacles. Science & Education 20(3–4): 293–316.CrossRefGoogle Scholar
Kampourakis, K. (2013). Teaching about Adaptation: Why Evolutionary History Matters. Science & Education 22(2): 173–188.Google Scholar
Kampourakis, K. (2014). Understanding Evolution. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kampourakis, K. (2017). Making Sense of Genes. Cambridge: Cambridge University Press.Google Scholar
Kampourakis, K. (2020). Supporting Science Teachers’ Nature of Science Understandings through a Specially Developed Philosophy of Science Course. In McComas, W. F. (ed.), The Nature of Science in Science Instruction: Rationales and Strategies. Dordrecht: Springer.Google Scholar
Kampourakis, K. & Stern, F. (2018). Reconsidering the Meaning of Concepts in Biology: Why Distinctions Are So Important. BioEssays 40: 1800148.Google Scholar
Matthews, M. R. (2014). Science Teaching: The Contribution of History and Philosophy of Science. New York: Routledge.CrossRefGoogle Scholar
McMullin, E. (2008). The Virtues of a Good Theory. In Psillos, S. & Curd, M. (eds.), The Routledge Companion to Philosophy of Science, pp. 498–508. New York: Routledge.Google Scholar
Monk, M. & Osborne, J. (1997). Placing the History and Philosophy of Science on the Curriculum: A Model for the Development of Pedagogy. Science Education 81(4): 405–424.3.0.CO;2-G>CrossRefGoogle Scholar
Provine, W. B. (1971). The Origins of Theoretical Population Genetics. Chicago: University of Chicago Press.Google Scholar
Raven, P. H., Johnson, G. B., Losos, J. B., Mason, K. A., & Singer, S. R. (2008.) Biology. 8th ed. New York: McGraw-Hill.Google Scholar
Stoltzfus, A. (2019). Understanding Bias in the Introduction of Variation as an Evolutionary Cause. In Uller, T. & Laland, K. N., Evolutionary Causation: Biological and Philosophical Reflections, 8th ed., pp. 29–62. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Waters, C. K. (2007). Causes That Make a Difference. Journal of Philosophy 104: 551–579.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×