Abstract:
We examine aspects of the failure of the positivist ideal in Science and its association with empiricism, particularly in the context of science teaching. We argue, against a common assumption in this context, that empiricism is not necessarily positivist. For this, we present as a counterexample the anti-realist epistemological conception of the Dutch philosopher Bas C. van Fraassen: constructive empiricism. We highlight, in the author's work, his pragmatic conception of explanation and we point out possible contributions of his ideas to teaching. From this framework, we show that the demystification of science as truth is an ideal compatible with empiricism and that the attribution of meaning to scientific knowledge does not require accepting it as true.
Keywords:
Science teaching; Epistemology; Empiricism; Positivism; Pragmatism; Bas C. van Fraassen