The Education of Science and Story: Practice of Narrative Knowing in Learning Scientific Cosmology

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  • 科学教育とストーリー : 宇宙論学習におけるナラティブ思考の実践
  • カガク キョウイク ト ストーリー ウチュウロン ガクシュウ ニ オケル ナラティブ シコウ ノ ジッセン

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Abstract

This paper explores possible ways to use “story” in the education of science, specifically in an undergraduate cosmology course for non-science majors that covers time spanning from the beginning of the universe to present time. With respect to J. S. Bruner’s “narrative knowing,” which emphasizes schematic understanding of specifics, this paper identifies the significance in learning the history of the universe, solar system, and life as a coherent story by: 1) integrating knowledge that was previously divided among fields and generating meanings in scientific discoveries, 2) establishing perspectives that respect “relativity” and deepening the understanding of interrelatedness among existences, and 3)expanding cognitive contexts and developing a meta context that generates more options in the interpretation of surrounding realities. This paper suggests that focal points in the education of science for non-science majors include: 1) understanding of “paradigms” and thesystem of paradigm shifts, 2) rediscovering their own ethics and value systems through understanding details of scientific findings, and 3) establishing perspectives that enable individuals to place their understanding of scientific findings in meaningful contexts. Thefeedback from students reflects the fact that the practice of narrative knowing in the education of science encourages them to reestablishconnections among “worldview,” “knowledge,” and “self,” thereby clarifying their own ethics and values

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