Knowledge statements and belief statements: how do their differences matter for Science Education

 
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2015 (EN)
Knowledge statements and belief statements: how do their differences matter for Science Education (EN)

RAFTOPOULOS, ATHANASSIOS; University of Patras

In this paper, I examine first the way knowledge-statements and belief-statements are questioned in ordinary language. The former are questioned by “how do you know?” questions, while the latter are questioned by “why do you believe?” questions. The answers to these questions are different. In the former case, one replies by providing the reasons that justify their being in position to know, whereas in the latter case, one replies by adducing the evidence for their statement. Then, I explore the epistemological repercussions of the difference in ordinary usage between the verbs ‘to know’ and ‘to believe’ and, drawing on these, I discuss the implication for science teaching. (EN)

Why-questions, knowledge-statements, belief-statements, epistemic status of scientific theories (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

English

2015-06-23


Array (EN)

Review of Science, Mathematics and ICT Education; Τόμ. 9, Αρ. 1 (2015): History, Philosophy and Science Teaching; 77-92 (EL)
Review of Science, Mathematics and ICT Education; Τόμ. 9, Αρ. 1 (2015): History, Philosophy and Science Teaching; 77-92 (EN)

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