The aim of this research is to epistemological investigate of science teaching based on Wittgenstein's view on certainty and human understanding. To achieve this goal, conceptual analysis method (concept structure evaluation) and progressive deductive method have been used, and an attempt has been made to analyze the nature of sciences from his point of view through the analysis of Wittgenstein's opinions in the Philosophical Investigation and On certainty, then its implications are deduced in the field of teaching sciences in schools. The findings of the research show that Wittgenstein position on sciences is against positivism and through the presentation of the "river bed" parable about human knowledge, it includes a novel view on science that is far from fundamentalist and relativism criticisms. Based on these theories, the teaching of sciences should be done according to its dynamic relationship with humanities and social and cultural structures, and in the teaching of these sciences, special attention should be paid to the history and sociology of science.
Mohammadi, H., & Ekradi, A. (2023). An Epistemological Reflection on the Teaching of Science Course Based on the Viewpoints of Wittgenstein II. Teacher Professional Development, 8(3), 15-37.
MLA
Hamdollah Mohammadi; Azam Ekradi. "An Epistemological Reflection on the Teaching of Science Course Based on the Viewpoints of Wittgenstein II". Teacher Professional Development, 8, 3, 2023, 15-37.
HARVARD
Mohammadi, H., Ekradi, A. (2023). 'An Epistemological Reflection on the Teaching of Science Course Based on the Viewpoints of Wittgenstein II', Teacher Professional Development, 8(3), pp. 15-37.
VANCOUVER
Mohammadi, H., Ekradi, A. An Epistemological Reflection on the Teaching of Science Course Based on the Viewpoints of Wittgenstein II. Teacher Professional Development, 2023; 8(3): 15-37.
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