Author(s)

Constantina Stefanidou, Constantine Skordoulis

Department of Primary Education, National and Kapodistrian University of Athens, Athens, Greece.

The subjectivity and objectivity of science are strongly associated to the nature of science, which is part of science education curricula worldwide. The issue under research is how an epistemological issue, like objectivity and subjectivity in science, could be introduced in science classes, so as to reflect the most realistic image of science. Following this line in the present study, concepts were related to what students and teachers should know, science education research and policy documents were explored, and current views within the philosophy of science were briefly summarized. We propose a distinction between the partially subjective scientific process and the rather objective end result of scientific inquiry as a schema promoting better understanding in science education. Intersubjectivity and critical transformation are then proposed as concepts which can enhance this schema. The history of science provides a suitable framework for teaching these ideas in science classes.

Nature of Science, Science Education, History of Science

Stefanidou, C. and Skordoulis, C. (2014) Subjectivity and Objectivity in Science: An Educational Approach. Advances in Historical Studies, 3, 183-193. doi: 10.4236/ahs.2014.34016.