Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/25406
Title: 波柏的科學方法論及其在教育上的意義
Other Titles: Karl Popper's Scientific Methodology and Its Meaning in Education
Authors: 洪庸睆
Issue Date: Jun-1986
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 本研究旨在透過對波柏的科學方法論之分析,嘗試闡釋波柏科學方法論在教育上的地位。析而言之,本研究嘗試首先透過對波柏科學方法論的深入研討,指判其科學思想,繼而分析其在教育上的意義,並據以擬具建議,以作為促進教育學科科學化的參考。研究過程採用歷史探源法、銓釋方法與理論分析法。
This study analyzed Karl Popper’s scientific method, and tried to understand its status on the education. At first, I could find that Popper’s epistemology based on the fallibility of human knowledge. He argue that the real knowledge cannot be established by one person, so must cooperate with each other. Popper said that the criteria that can demarcate between science and non─science is one theories’ fallibility testability and refutability. Popper’s scientific method is hypothetical, deductive method. Popper based on the critical rationalism, and took method logical monism, that the method of social science and natural science are same. So , as social reform, educational reform must go on with critical attitude in possible part. In the educational reform, the best way is careful and piecemeal reform. Education must give student the potentiality of solving problems, and give them autonatimity. And the environment that can be given by teacher have three. That is liberal, supportive and reactive environment. So school must be an open society. School must be based on the human fallibility and school should permit open criticism.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/25406
Other Identifiers: 89520CCF-EEF6-A1C1-FFFD-9A0D2AE76658
Appears in Collections:教育研究所集刊

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