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  1.  8
    Lucky Belief in Science Education.Richard Brock - 2018 - Science & Education 27 (3-4):247-258.
    The conceptualisation of knowledge as justified true belief has been shown to be, at the very least, an incomplete account. One challenge to the justified true belief model arises from the proposition of situations in which a person possesses a belief that is both justified and true which some philosophers intuit should not be classified as knowledge. Though situations of this type have been imagined by a number of writers, they have come to be labelled Gettier cases. Gettier cases arise (...)
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  2. A Justification of Legitimate Teleological Explanations in Physics Education.Richard Brock & Kostas Kampourakis - forthcoming - Science & Education.
    Scientific teleological explanations cite end states as causes to account for physical phenomena. Researchers in science education have noted that students can use teleological explanations in ways that are illegitimate, for example, by implying that inanimate objects are acting intentionally. Despite such cases, several examples of legitimate teleological explanation have been described, and the use of the explanatory form in several contexts in biological education has been encouraged. We argue that, in addition to those biological cases, teleological accounts that meet (...)
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    Keeping Students Out of Mary’s (Class)Room: Approaches to Supporting Students’ Acquisition of Non-Propositional Knowledge in Science Education.Richard Brock & David Hay - 2019 - Science & Education 28 (9-10):985-1000.
    Whilst many science educators, it is reported, associate knowledge with justified true belief, epistemologists have observed that the JTB model is an incomplete account of knowledge. Moreover, researchers from several fields have argued that developing scientific expertise involves not only the acquisition of knowledge that can be expressed in the form of a sentence, propositional knowledge, but also knowledge that cannot be articulated. This article examines the Mary’s room thought experiment proposed by Frank Jackson and applies it to the context (...)
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    Keeping Students Out of Mary’s (Class)Room.Richard Brock & David Hay - 2019 - Science & Education 28 (9-10):985-1000.
    Whilst many science educators, it is reported, associate knowledge with justified true belief, epistemologists have observed that the JTB model is an incomplete account of knowledge. Moreover, researchers from several fields have argued that developing scientific expertise involves not only the acquisition of knowledge that can be expressed in the form of a sentence, propositional knowledge, but also knowledge that cannot be articulated. This article examines the Mary’s room thought experiment proposed by Frank Jackson and applies it to the context (...)
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