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dc.contributor.authorJaksland, Rasmus
dc.date.accessioned2021-12-13T12:55:19Z
dc.date.available2021-12-13T12:55:19Z
dc.date.created2021-11-26T11:23:12Z
dc.date.issued2021
dc.identifier.citationEuropean Journal for Philosophy of Science. 2021, 11, 1-17.en_US
dc.identifier.issn1879-4912
dc.identifier.urihttps://hdl.handle.net/11250/2833996
dc.description.abstractThere is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are argued to indicate a further subdivision within transformational creativity that makes explicit that this most radical type of creativity that aims to go beyond and thus to transform the current paradigm can take many different directions. More generally, it is argued that there are several synergies between the topic of scientific creativity and paradigm theory that can be utilized in most philosophy of science courses at relative ease. Doing so should promote the understanding of scientific creativity among students, provide another way to signify the relevance of paradigm theory, and more strategically be a way of reinforcing the place of philosophy of science in science education.en_US
dc.language.isoengen_US
dc.publisherSpringer Natureen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleTeaching scientific creativity through philosophy of scienceen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber1-17en_US
dc.source.volume11en_US
dc.source.journalEuropean Journal for Philosophy of Scienceen_US
dc.identifier.doi10.1007/s13194-021-00427-9
dc.identifier.cristin1959640
dc.source.articlenumber110en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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