"Basic to intermediate knowledge of the philosophy of science: main topics are: types of scientific reasoning, scientific method, scientific explanation, Hempel, Popper, Kuhn, instrumentalism, realism, relativism.
Develop basic and intermediate knowledge of the learning science: main concepts are: constructivist theory of learning and teaching, cognition and metacognition, higher-order thinking, scaffolding.
Capacity to use these ideas in order to achieve better understanding of science and the engineering sciences (and the relation between the two). For those who aim at a career in research it will give insights in several aspects of scientific methodology, and in how to become a good scientist. For those who aim at a career in design- and development, it will give a Better understanding of what can be expected from science. For those who aim at a career in education, it will expose you to the foundations of learning sciences and education.
Formulate their own reflective views of learning theory and practice on the basis of the theoretical understanding of epistemological challenges in education."
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"Overarching theme: What does scientific understanding mean (to you)?
This interdisciplinary course aims at better understanding of science and the engineering sciences. Starting from what is science? And what is 'knowledge?’ What are the necessary skills (Higher-order Thinking skills) needed to have higher-order understanding of scientific knowledge across disciplines? We will explore these interrelated concepts and their interplays in reality through the lenses of Philosophy of Science and Learning sciences. Related to these questions we will discuss several topics from philosophy of science and learning sciences such as , ""what is a scientific explanation?"", ""what are laws of nature?"", ""what is a scientific model”, “what is learning?”, “ what is education?”, “How knowledge is taught and/ or acquired?”, “What do cognition and metacognition mean?”, “What does higher-order learning and thinking mean?”. Other topics are: ""what is a scientific methodology in the engineering sciences and educational sciences?"", ""What is the role of experiments in scientific research?"".
In your physics and engineering education you have become acquainted with many abstract concepts and formulas. But where do these formulas come from and how do we know where to apply them? Usually, we also make a distinction between fundamental or basic sciences versus applied sciences. But, is it really possible to simply 'apply' basic scientific knowledge? And how should we make a distinction between science and engineering sciences?
Expected activities - The course will consist of interactive lectures and group discussions, individual and group presentations, research, writing, guest lectures, as well as other activities that promote active and creative learning. Students will be asked to prepare critical and creative input for in-class group activities (e.g. preparing questions or artistic responses to readings to share in small group discussions).
Students will also be invited to write a collaborative article along with the teachers as the final deliverable on the topic “What does scientific understanding mean?”
External students who are interested in this elective: please contact electives-uct@utwente.nl"
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