政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/66970
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113822/144841 (79%)
造訪人次 : 51828208      線上人數 : 505
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/66970


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/66970


    題名: 科學發現與知識成長：我們能從科學哲學當中學到什麽？
    作者: 詹志禹
    Chan, Chih-Yu
    貢獻者: 教育系
    關鍵詞: 科學發現;知識成長;科學哲學;創造思考;批判思考;歸納法;實證論;否證論;典範;演化論;自我組織;scientific discovery;knowledge growth;philosophy of science;creative thinking;critical thinking;inductivism;logical positivism;falsificationism;paradigms;evolutionary theory;self-organizing
    日期: 2002.09
    上傳時間: 2014-06-27 14:50:33 (UTC+8)
    摘要: 本文的主要目的在依循科學哲學發展的歷史脈絡，以各派科學哲學的觀點分析「科學發現」與「知識成長」的歷程。經過重新檢視歸納法、邏輯實證論、波普的觀點、孔恩的貢獻、費若本的啟示、圖爾明的模式、以及夏皮爾的論述之後，我們可以得到下列結論：l.歸納法在本質上是一種「假設－驗證」的問題解決歷程；2.不要期待透過簡單、機械性、神秘的、意外的歷程，就能有重要的科學發現；3.科學發現必須以科學創造為前提，沒有創造就沒有發現；4.科學發現雖無邏輯可循，卻有理由可循，是一個理性的歷程；5.典範會幫助創造，也會抑制創造，必須了解典範、尋找異例、偵知錯誤、容忍危機、挑戰典範，才能創造新典範；6.創造思考與批判思考之間、擴散思考與聚斂思考之間、或變異與選擇之間的循環回饋歷程，是知識成長的基本歷程。作者並針對每一條結論提出其在學習、教學或學術研究上的含意。
    The aim of the current paper was to analyze the process of knowledge growth and scientific discovery by historically reviewing the philosophy of science. After re-assessing inductivism, logical positivism, falsificationism, Kuhn`s contribution, Feyerabend`s position, Toulmin`s model, and Shapere`s theory, the following conclusions were derived. First, the so-called "inductive reasoning" is essentially a "hypothesis-testing" process. Second, it should not be expected that important scientific discovery could be achieved simply by mechanistic, mysterious, or accidental process. Third, scientific discovery presupposes scientific creativity. Forth, although there is no logic of scientific discovery, there usually are good reasons for it. In other words, the process of scientific discovery is rational. Fifth, paradigms can facilitate as well as constrain creativity. In order to create new paradigms, learners should be able to understand paradigms, find out counter examples, detect errors, tolerate crisis, and challenge existing paradigms. Sixth, the fundamental process of knowledge growth is basically a dynamic, iterating, bootstrapping, and self-organizing process of creative and critical thinking, i.e., of variation and selection. Some implications of the above conclusions for learning, instruction, and research were also discussed.
    關聯: 應用心理研究,15,105-127
    資料類型: article
    顯示於類別:[教育學系] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    10507.pdf719KbAdobe PDF2696檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋