Tahun Akademik:
Gasal 2021/2022
Kelas-Offr:
S-S
Deskripsi:
Matakuliah ini dimaksudkan untuk memfasilitasi mahasiswa mengembangkan wawasan dan pemahamnnya tentang ilmu pendidikan fisika ditinjau dari perpektif filsafat ilmu. Tema-tema yang dikaji antara lain mencakup (tidak terbatas pada) isu-isu berikut. • Philosophy of Education and Science Education (Historical background, the value of philosophy of education, some major philosophy of education perspectives and science education) – Schulz, chap 39 • Constructivism in Science Education (Psychological-Piagetian Constructivism and Social Constructivism: realism, relativism, consensus, and impartiality, truth as power, constructing the world, the ethos of science).—chapter 31 • Postmodernism and Science Education (Thomas Kuhn and the origins of social constructivism, the possibility of objective truth, postmodernism and philosophy of science, postmodern critics of science) – chap. 32 • Philosophical Dimensions of Social and Ethical Issues in School Science Education (Values in science and in science classrooms, the philosophical perspectives of value-ladenness of science)--- Chap 33 • Model and modeling in physics and physics education (Views of models and reality, models and modelling in physics education, authenticity of generative modelling) –Chap 35 • Philosophical perspectives of conceptual changes (Relationship between Kuhn’s scientific theory change and psychological-conceptual change in student’s mind, analogy and coherency. -Chapt 41 • Philosophical Considerations of Inquiry Teaching and Learning (Philosophy of science and inquiry, sociocultural philosophy of science for education, philosophy of science and learning) -- Chap 42 & 48 • Philosophical considerations of scientific argumentation in science and in Science Education (Argumentation as an epistemic practice, argumentation as a feature of the nature of science as inquiry, logic versus dialogic argumentation). –Chapter 45
Capaian Pembelajaran
Gasal 2021/2022
Kelas-Offr:
S-S
Deskripsi:
Matakuliah ini dimaksudkan untuk memfasilitasi mahasiswa mengembangkan wawasan dan pemahamnnya tentang ilmu pendidikan fisika ditinjau dari perpektif filsafat ilmu. Tema-tema yang dikaji antara lain mencakup (tidak terbatas pada) isu-isu berikut. • Philosophy of Education and Science Education (Historical background, the value of philosophy of education, some major philosophy of education perspectives and science education) – Schulz, chap 39 • Constructivism in Science Education (Psychological-Piagetian Constructivism and Social Constructivism: realism, relativism, consensus, and impartiality, truth as power, constructing the world, the ethos of science).—chapter 31 • Postmodernism and Science Education (Thomas Kuhn and the origins of social constructivism, the possibility of objective truth, postmodernism and philosophy of science, postmodern critics of science) – chap. 32 • Philosophical Dimensions of Social and Ethical Issues in School Science Education (Values in science and in science classrooms, the philosophical perspectives of value-ladenness of science)--- Chap 33 • Model and modeling in physics and physics education (Views of models and reality, models and modelling in physics education, authenticity of generative modelling) –Chap 35 • Philosophical perspectives of conceptual changes (Relationship between Kuhn’s scientific theory change and psychological-conceptual change in student’s mind, analogy and coherency. -Chapt 41 • Philosophical Considerations of Inquiry Teaching and Learning (Philosophy of science and inquiry, sociocultural philosophy of science for education, philosophy of science and learning) -- Chap 42 & 48 • Philosophical considerations of scientific argumentation in science and in Science Education (Argumentation as an epistemic practice, argumentation as a feature of the nature of science as inquiry, logic versus dialogic argumentation). –Chapter 45
Capaian Pembelajaran
- Menggunakan landasan berpikir filsafat dalam menganalisis masalah sesuai bidang ilmu secara kritis dan inovatif.
- Menerapkan etika pengembangan ilmu dan pemikiran filsafat dalam merancang gagasan pemecahan masalah secara kreatif, inovatif, transdisiplin, dan dapat dipertanggungjawabkan secara ilmiah.
- Schulz, R. M. (2014). Philosophy of education and science education: A vital but underdeveloped relationship. In International handbook of research in history, philosophy and science teaching (Chapter 39, pp. 1259-1316). Springer, Dordrecht.
- Slezak, P. (2014). Appraising Constructivism in Science Education. In International Handbook of Research in History, Philosophy and Science Teaching (Chapter 31, pp. 1023-1055). Springer, Dordrecht.
- Mackenzie, J., Good, R., & Brown, J. R. (2014). Postmodernism and science education: An appraisal. In International handbook of research in history, philosophy and science teaching (Chapter 32, pp. 1057-1086). Springer, Dordrecht.
- Couló, A. C. (2014). Philosophical dimensions of social and ethical issues in school science education: Values in science and in science classrooms. In International handbook of research in history, philosophy and science teaching (Chapter 33, pp. 1087-1117). Springer, Dordrecht.
- Koponen, I. T., & Tala, S. (2014). Generative modelling in physics and in physics education: From aspects of research practices to suggestions for education. In International handbook of research in history, philosophy and science teaching (Chapter 35, pp. 1143-1169). Springer, Dordrecht.
- Dunst, B., & Levine, A. (2014). Conceptual Change: Analogies Great and Small and the Quest for Coherence. In International handbook of research in history, philosophy and science teaching (Chapter 41, pp. 1345-1361). Springer, Dordrecht.
- Kelly, G. J. (2014). Inquiry teaching and learning: Philosophical considerations. In International handbook of research in history, philosophy and science teaching (Chapter 42, pp. 1363-1380). Springer, Dordrecht.
- Sprod, T. (2014). Philosophical inquiry and critical thinking in primary and secondary science education. In International handbook of research in history, philosophy and science teaching (Chapter 48, pp. 1531-1564). Springer, Dordrecht.
- Adúriz-Bravo, A. (2014). Revisiting school scientific argumentation from the perspective of the history and philosophy of science. In International handbook of research in history, philosophy and science teaching (Chapter 45, pp. 1443-1472). Springer, Dordrecht.
- Godfrey-Smith. (2013). Theory and Reality: An Introduction to the Philosophy of Science (Science and Its Conceptual Foundations series) 1st Edition. The University
- Iphofen, R. (2020). Handbook of Research Ethics and Scientific Integrity. Springer International Publishing
- Teacher: Arif Hidayat