چکیده:
One of the main aims of this article is to examine and clarify the role of the historical approach in teaching the nature of science, emphasizing that this approach is not only a complement to the naturalistic view but also essential for a deeper understanding of science-in-the-making. The article seeks to demonstrate how the use of history and philosophy of science can enhance students’ comprehension of the nature of experimental sciences.The research method is based on conceptual analysis, namely the evaluation of the structure of concepts related to the nature of science, combined with progressive inference. The theoretical framework draws upon the later philosophy of Wittgenstein, and three major approaches in science education literature are discussed. The consensus view focuses on general and less controversial aspects of the nature of science. The family resemblance view, inspired by Wittgenstein’s thought, presents science as a cognitive system characterized by structural similarities. The integrated view, grounded in Wittgenstein’s later philosophy, regards science not as a static structure but as a linguistic practice in formation, where meaning emerges through the use of words within specific language games.Integrating general and particular aspects of the nature of science within this framework leads to an understanding of science as a human, historical, and interpretive activity, one whose comprehension depends on linguistic, cultural, and educational contexts. In this perspective, science-in-the-making is not merely theoretical progress but also transformation in ways of speaking, seeing, and judging.The educational implications of the article highlight that teaching experimental sciences should adopt the integrated approach so that students perceive science not simply as a set of facts but as a historical, interpretive, and human process. Examples from the history of science underscore the role of alternative and contested interpretations of empirical data and stress the importance of scientific literacy grounded in an appreciation of the dynamic nature of science.
خلاصه ماشینی:
ir 1 Department of Theology Education, Farhangian University, Tehran, Iran Email Article Information One of the aims of this article is to examine and explain the role of the historical approach in teaching the nature of science, emphasizing that this approach is not only complementary to the naturalistic view but also essential for a deeper understanding of science in the making.
Providing examples from the history of science highlights the role of alternative and controversial interpretations of empirical data and emphasizes the importance of scientific education based on understanding the dynamic nature of science.
3. 5 Integrative View in Light of Late Wittgenstein's Theory Inspired by the late Wittgenstein's philosophy, the integrative view sees science not as a re-empirical theoretical structure but as a network of linguistic applications in specific contexts; where the general and specific aspects of the nature of science are intertwined and only find meaning within educational language games.
4. 5 Stages of this Integrative Approach as a Scientific Language Game Describing the Theoretical Framework Creating a linguistic context for understanding science based on presuppositions, basic beliefs, and prior experiences – that is, determining the rules of the game in which meaning is formed.
Inspired by late Wittgenstein's philosophy and the concept of science in the making, this perspective argues that understanding the nature of science is only possible through the integration of theory and experience, observation, interpretation, history, and methodology, as needed (Niaz, 2001: 2001).
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