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  • Nacherzeugung, Nachverstehen: A phenomenological perspective on how public understanding of science changes by engaging with online media

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    Author(s)
    Roth, Michael
    Friesen, Norm
    Griffith University Author(s)
    Roth, Michael
    Year published
    2014
    Metadata
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    Abstract
    It is widely acknowledged in science education that everyday understandings and evidence are generally inconsistent with the scientific view of the matter: "heartache" has little to do with matters cardiopulmonary, and a rising or setting sun actually reflects the movements of the earth. How then does a member of the general public, which in many areas of science is characterized as "illiterate" and "non-scientific," come to regard something scientifically? Moreover, how do traditional unscientific (e.g., Ptolemaic) views continue their lives, even many centuries after scientists have overthrown them in what are termed ...
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    It is widely acknowledged in science education that everyday understandings and evidence are generally inconsistent with the scientific view of the matter: "heartache" has little to do with matters cardiopulmonary, and a rising or setting sun actually reflects the movements of the earth. How then does a member of the general public, which in many areas of science is characterized as "illiterate" and "non-scientific," come to regard something scientifically? Moreover, how do traditional unscientific (e.g., Ptolemaic) views continue their lives, even many centuries after scientists have overthrown them in what are termed scientific (e.g., Copernican) revolutions? In this study, we develop a phenomenological perspective, using Edmund Husserl's categories of Nacherzeugung and Nachverstehen, which provide descriptive explanations for our observations. These observations are contextualized in a case study using online video and historical materials concerning the motions of the heart and blood to exemplify our explanations.
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    Journal Title
    Public Understanding of Science
    Volume
    23
    Issue
    7
    DOI
    https://doi.org/10.1177/0963662513512441
    Copyright Statement
    © 2014 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Science, Technology and Engineering Curriculum and Pedagogy
    Curriculum and Pedagogy
    Journalism and Professional Writing
    History and Philosophy of Specific Fields
    Publication URI
    http://hdl.handle.net/10072/67661
    Collection
    • Journal articles

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