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The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study
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 se...
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| Format: | Thesis |
| Language: | English |
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School of Education
2016
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| _version_ | 1867613263656648704 |
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| access_status_str | Open Access |
| author | Jacoby, Brian Arthur |
| author2 | Spargo, P E |
| author_browse | Jacoby, Brian Arthur Spargo, P E |
| author_facet | Spargo, P E Jacoby, Brian Arthur |
| author_sort | Jacoby, Brian Arthur |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/22588 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:21.255Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/22588 The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study Jacoby, Brian Arthur Spargo, P E Science - Textbooks Instrumentalism (Philosophy) Constructivism (Education) Realism 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. 2016-11-18T11:27:09Z 2016-11-18T11:27:09Z 1990 Master Thesis Masters MPhil http://hdl.handle.net/11427/22588 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Science - Textbooks Instrumentalism (Philosophy) Constructivism (Education) Realism Jacoby, Brian Arthur The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study |
| thesis_degree_str | Master's |
| title | The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study |
| title_full | The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study |
| title_fullStr | The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study |
| title_full_unstemmed | The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study |
| title_short | The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study |
| title_sort | extent and relevance of instrumentalism constructivism and critical realism in high school physical science textbooks a critical study |
| topic | Science - Textbooks Instrumentalism (Philosophy) Constructivism (Education) Realism |
| url | http://hdl.handle.net/11427/22588 |
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