Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science

Abstract

The essay reviews a new approach to science/physics curriculum. Scientific knowledge is considered as a culture, and the disciplinary content knowledge is upgraded to cultural content knowledge (CCK ). Physics disciplinary knowledge is considered as comprised of fundamental theories hierarchically structured in triadic model: nucleus-body-periphery representing discipline-culture. This structure supports displaying major steps of the scientific discourse in construction of the particular discipline. By contrast between the fundamentals (nucleus) and their alternatives (periphery) the conceptual meaning of the former is established and emphasized. As to the epistemological aspects of knowledge, the cultural approach suggests considering different approaches - rationalist, empiricist and constructivist − as complementary contributions interwoven in the integrated method practiced in science. CCK based curriculum involves and arranges using history and philosophy of science. It seeks meta-knowledge (big picture) of science appealing to the broad population of learners of different interests and preferences. Three ways to deliver the CCK oriented curriculum had been empirically explored. They were briefly described: new curriculum, conceptual excursus and summative lecture. Some epistemological features are addressed within the discipline-culture perspective (theory-model relationship, concept definitions, cumulative nature and objectivity of scientific knowledge). Altogether, the suggested curricular perspective provides a paradigm matching the tradition of dissemination of scientific literacy and enlightenment.