The Empirical Attitude, Material Practice and Design Activities
The Empirical Attitude, Material Practice and Design Activities
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经验态度、材料实践与设计活动
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Michael Ford
中科院分区：
文献类型：
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作者：
Xornam S. Apedoe;Michael Ford
这篇文章是一个关于一些既重要又严重低估了当前大多数科学课程的论点。自伽利略以来，经验主义态度是科学的基础，是一种思维习惯，它促使我们积极寻求物质世界对我们思想的反馈。虽然更简单的科学观点通过理论与数据的关系来表现经验主义态度，但我们描述的是更近期的哲学学术，它通过现象（可以通过数据识别和表征的自然行为）来表征理论与数据的关系。这种观点强调了物质实践的中心地位，科学家设计数据收集活动来告知现象。因此，科学中经验主义态度的表现被描述为一种设计奋进，涉及理论、现象、数据和数据收集事件之间相当复杂的协调。如果我们想让学生学习如何参与这样的工作，课程应该至少在一开始就把这些复杂的过程分解成更基本的组成部分。我们的建议是开始设计活动，可以集中在经验的态度，最初没有复杂的协调与现象和数据。我们提出了这样的活动的一个例子，并分享结果表明，设计活动可以针对经验的态度，并建立在课程，逐步包括与现象和理论的协调。
This article is an argument about something that is both important and severely underemphasized in most current science curricula. The empirical attitude, fundamental to science since Galileo, is a habit of mind that motivates an active search for feedback on our ideas from the material world. Although more simple views of science manifest the empirical attitude through relation of theories to data, we describe more recent philosophical scholarship that characterizes the relation of theories to data through phenomena (regularities in nature’s behavior that can be identified and characterized through data). This view highlights the centrality of materialpractice, in which scientists design data collection events to inform phenomena. Thus manifestation of the empirical attitude in science is characterized as a design endeavor that involves considerably sophisticated coordination among theories, phenomena, data, and data collection events. If we want students to learn how to participate in such work, curricula should break down these complex processes into more basic components at least at the outset. Our recommendation is to begin with design activities that can focus on the empirical attitude initially without the complex coordination with phenomena and data. We present an example of such an activity and share results that suggest design activities can target the empirical attitude and be built upon in curricula to gradually include coordination with phenomena and theories.