The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study

Simple item page
dc.contributor.advisorSpargo, P Een_ZA
dc.contributor.authorJacoby, Brian Arthuren_ZA
dc.date.accessioned2016-11-18T11:27:09Z
dc.date.available2016-11-18T11:27:09Z
dc.date.issued1990en_ZA
dc.description.abstractInstrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided.en_ZA
dc.identifier.apacitationJacoby, B. A. (1990). <i>The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/22588en_ZA
dc.identifier.chicagocitationJacoby, Brian Arthur. <i>"The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1990. http://hdl.handle.net/11427/22588en_ZA
dc.identifier.citationJacoby, B. 1990. The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Jacoby, Brian Arthur AB - Instrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided. DA - 1990 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1990 T1 - The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study TI - The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study UR - http://hdl.handle.net/11427/22588 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22588
dc.identifier.vancouvercitationJacoby BA. The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1990 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/22588en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherScience - Textbooksen_ZA
dc.subject.otherInstrumentalism (Philosophy)en_ZA
dc.subject.otherConstructivism (Education)en_ZA
dc.subject.otherRealismen_ZA
dc.titleThe extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical studyen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_1990_jacoby_brian_arthur.pdf
Size:
6.26 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters