Philosophy of Science as the Cornerstone of Science Education: A Paradigm Shift towards a Philosophical-Critical Approach

This article explores the imperative of a fundamental paradigm shift in contemporary science education through the systematic and purposeful integration of the philosophy of science. Traditional science education, often rooted in naive realism, fails to foster a deep understanding of the historical, social, cultural, and paradigm-driven nature of scientific knowledge, presenting a limited and one-dimensional view of science to students. The present article, by critiquing positivist foundations and emphasizing key concepts such as epistemic uncertainty, falsifiability, paradigm shifts, methodological pluralism, hermeneutics, and post-structuralism in science, systematically and convincingly elucidates the necessity of adopting a philosophical-critical approach in science education. Subsequently, a novel educational model is proposed, grounded in authentic problem-based teaching, utilizing the history of science as a platform for philosophizing, and actively and critically engaging with the ethical, social, and political issues of science and technology. By providing precise and evidence-based responses to common objections and criticisms, the article demonstrates that integrating the philosophy of science into science education is not merely an idealistic notion, but a practical and strategic necessity for nurturing a generation that is thoughtful, inquisitive, critical, and responsible. In conclusion, by offering practical suggestions and specific actionable steps, the article emphasizes the urgency of a paradigm shift in the science education system to meet the challenges of the age of critical rationalism and the information society.

Philosophy of Science as the Cornerstone of Science Education: A Paradigm Shift towards a Philosophical-Critical Approach Keywords:

Philosophy of Science , Science Education , Educational Paradigm , Critical Thinking , Scientific Methodology , Science Ethics