The document discusses the nature of science and its implications for science education, particularly in the context of the New Zealand curriculum for years 9 to 11. It explores traditional and modern views of science, emphasizing the importance of truth as correspondence and disclosure. The role of science teachers is highlighted as crucial in enabling students to experience and understand disclosed truths, which is essential for the continuation of scientific inquiry.

1. The nature of scienceThe nature of science
& science education& science education

2. Our agendaOur agenda
What is science?What is science?
Traditional answersTraditional answers
More recent answerMore recent answer
““Modern science”Modern science”
TruthTruth
RealityReality
NewtonNewton
Characteristics of modern scienceCharacteristics of modern science
Implications for science teachersImplications for science teachers

3. Astronomy AotearoaAstronomy Aotearoa
InterpretsInterprets
Science in the New Zealand CurriculumScience in the New Zealand Curriculum
Years 9 to 11Years 9 to 11
Three resourcesThree resources
TextbookTextbook
WorkbookWorkbook
WebsiteWebsite

9. What is science?What is science?

10. Traditional answersTraditional answers
Received viewReceived view
- ““Positivist science”Positivist science”
- TheoryTheory
- Mirror of realityMirror of reality
AlternativesAlternatives
- Human beingHuman being
- Without truthWithout truth
- With truthWith truth

11. Traditional answersTraditional answers
Received viewReceived view
- ““Positivist science”Positivist science”
- TheoryTheory
- Mirror of realityMirror of reality
AlternativesAlternatives
- Human beingHuman being
- Without truth – constructivist accountsWithout truth – constructivist accounts
- With truth –With truth – Hermeneutic philosophy of scienceHermeneutic philosophy of science

12. Hermeneutic philosophy ofHermeneutic philosophy of
sciencescience
Galileo 1610Galileo 1610
Newton 1666Newton 1666
Kant 1782Kant 1782
Heidegger 1927Heidegger 1927
Heelan 1983Heelan 1983

13. HermeneuticsHermeneutics
= Interpretation= Interpretation
TraditionalTraditional
Written textsWritten texts
Bible, law, literatureBible, law, literature
ModernModern
Verbal, non-verbalVerbal, non-verbal

14. Modern scienceModern science
PhysicsPhysics
Paradigm for scienceParadigm for science
Physicists’ viewPhysicists’ view
Philosophers’ viewPhilosophers’ view
No progressionNo progression
Greek scienceGreek science
Medieval scienceMedieval science
Modern scienceModern science

15. Immanuel KantImmanuel Kant
1724-18041724-1804
Prussian city ofPrussian city of
KönigsbergKönigsberg
Philosophy of modernPhilosophy of modern
sciencescience

16. Martin Heidegger
1889-1976
South - West Germany
1909 Jesuit novice
1927 Being & Time

17. Heidegger is controversial
1933 Hitler, Chancellor of Germany
1933 Heidegger elected rector of Freiburg
University & joins NSDAP

18. What is truth?What is truth?
HeideggerHeidegger
Two notionsTwo notions
CorrespondenceCorrespondence
DisclosureDisclosure

19. CorrespondenceCorrespondence
That is true / correct!That is true / correct!
Identity-similarity-equalityIdentity-similarity-equality
Truth in schoolTruth in school
DisciplinesDisciplines
ExamsExams
School rulesSchool rules

20. DisclosureDisclosure
InsightInsight
Totality of a situationTotality of a situation
Moment of abidance – “in the truth”Moment of abidance – “in the truth”
I am hereI am here
This I knowThis I know

21. Newton &Newton &
Modern OpticsModern Optics

22. Newton & truthNewton & truth
1664, 22 years-old
Trinity College
Questiones quædam Philosophiæ
(Certain philosophical questions)
Amicus Plato amicus Aristoteles magis amica veritas
(Plato and Aristotle are my friends, but truth is a better friend)

24. Newton’s opticsNewton’s optics
16661666
Where is truth?Where is truth?

26. The correspondence theory of truth at work.

27. All human beings may access the truth.

28. Heidegger’s characteristics ofHeidegger’s characteristics of
modern sciencemodern science
Ground-planGround-plan
Pre-logicPre-logic
Measurable “Objects”Measurable “Objects”
PerceptionPerception
Expect the RealExpect the Real
Force revelationsForce revelations
Follow proceduresFollow procedures
Truth as correspondenceTruth as correspondence
Truth as disclosures of the RealTruth as disclosures of the Real
InstitutionsInstitutions
Consequence of disclosuresConsequence of disclosures

29. Science EducationScience Education
AimAim
To have students experience disclosed truth
To teach students to force reality to reveal itself
MethodMethod
Preparations that involve truth as correspondence
Student demonstrations, not experiments

30. Science EducationScience Education
ConsequencesConsequences
Students genuinely abide with modern science (science is not
a matter of culture or opinion)
All human beings stand equal in relation to their ability to
experience disclosed truth

31. Science EducationScience Education
And societyAnd society
Disclosed truth in art, music, technology
Foil to modernity
Truth as correspondence dominates our age
Disclosed truth endures with humanity

32. Science EducationScience Education
Science teachersScience teachers
Enable students to experience truth
Essential for the perpetuation of science

33. Science EducationScience Education
Curriculum implicationsCurriculum implications
Curriculum structure
Identify truths of disclosure
Ensure experiences
Indicate why standards and procedures
(truth as correspondence) are important

34. Science teaching with theScience teaching with the
correspondence theory ofcorrespondence theory of
truthtruth