Academic Bibliography
https://biblio.ugent.be/
Ghent University Academic Bibliography2000-01-01T00:00+00:001monthlyKan waarheid een leugen zijn? Kinderen kritisch laten denken over media en (des)informatie met Kritikat
https://biblio.ugent.be/publication/01HP1T14A43DTNQKXPWBMJ6KXB
Cornelissen, EefDe Schrijver, Jelle2022https://biblio.ugent.be/publication/01HP1T14A43DTNQKXPWBMJ6KXBhttp://hdl.handle.net/1854/LU-01HP1T14A43DTNQKXPWBMJ6KXBdutTIJDSCHRIFT VOOR JEUGD EN KINDERRECHTENISSN: 1377-2104ISSN: 2566-2082Philosophy and ReligionKan waarheid een leugen zijn? Kinderen kritisch laten denken over media en (des)informatie met KritikatjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionControverse in de wetenschapsklas : een dialogische en cultuursensitieve aanpak om student-leerkrachten voor te bereiden op gevoelige thema's
https://biblio.ugent.be/publication/01HP1T149X6G3JWJCWXPFYW24Q
De Schrijver, JelleCornelissen, EefVerschoren, VeerleSermeus, Jan2021application/pdfhttps://biblio.ugent.be/publication/01HP1T149X6G3JWJCWXPFYW24Qhttp://hdl.handle.net/1854/LU-01HP1T149X6G3JWJCWXPFYW24Qhttps://biblio.ugent.be/publication/01HP1T149X6G3JWJCWXPFYW24Q/file/01HP46BAND3TKSH6V3H9DQ8HKJdutNo license (in copyright)info:eu-repo/semantics/restrictedAccessTIJDSCHRIFT VOOR LERARENOPLEIDERSISSN: 1876-4622Philosophy and ReligionControverse in de wetenschapsklas : een dialogische en cultuursensitieve aanpak om student-leerkrachten voor te bereiden op gevoelige thema'sjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCan a rabbit be a scientist? Stimulating philosophical dialogues in science classes
https://biblio.ugent.be/publication/01HP1T149DX3Q2M1D7TGBGSTP1
Dunlop, LyndaDe Schrijver, Jelle2018Philosophical dialogue, facilitated by teachers, can help students to think and argue and make connections between science, their own ideas and interests, and other disciplines.application/pdfhttps://biblio.ugent.be/publication/01HP1T149DX3Q2M1D7TGBGSTP1http://hdl.handle.net/1854/LU-01HP1T149DX3Q2M1D7TGBGSTP1https://biblio.ugent.be/publication/01HP1T149DX3Q2M1D7TGBGSTP1/file/01HP46H3CQXRZB6K39DZ8KA7MSengNo license (in copyright)info:eu-repo/semantics/restrictedAccessSCHOOL SCIENCE REVIEWISSN: 0036-6811Philosophy and ReligionCan a rabbit be a scientist? Stimulating philosophical dialogues in science classesjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMag je aan alles twijfelen? Kritisch denken over wetenschap
https://biblio.ugent.be/publication/01HP1T14A3HT5ZDDTBWD9CX4VK
De Schrijver, JelleBoven, LotteVervacke, LauraVan den Broeck, Laura2022application/pdfhttps://biblio.ugent.be/publication/01HP1T14A3HT5ZDDTBWD9CX4VKhttp://hdl.handle.net/1854/LU-01HP1T14A3HT5ZDDTBWD9CX4VKhttps://biblio.ugent.be/publication/01HP1T14A3HT5ZDDTBWD9CX4VK/file/01HP45F670A9RVTPEQCZYRWEE6dutNo license (in copyright)info:eu-repo/semantics/restrictedAccessJAARBOEK - VERENIGING VOOR HET ONDERWIJS IN DE BIOLOGIE, DE MILIEULEER EN DE GEZONDHEIDSEDUCATIEISSN: 1373-6388Philosophy and ReligionMag je aan alles twijfelen? Kritisch denken over wetenschapjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionWeten over weten : nature of science in het wetenschapsonderwijs
https://biblio.ugent.be/publication/01HP1T149FAVEBWNS33GZJJNAX
De Schrijver, JelleVervaet, StephanieVan De Keere, KristofVandebeek, ClaudiaCornelissen, Eef2015application/pdfhttps://biblio.ugent.be/publication/01HP1T149FAVEBWNS33GZJJNAXhttp://hdl.handle.net/1854/LU-01HP1T149FAVEBWNS33GZJJNAXhttps://biblio.ugent.be/publication/01HP1T149FAVEBWNS33GZJJNAX/file/01HP46NVHFCT6S30X5QR6F0M8WdutNo license (in copyright)info:eu-repo/semantics/restrictedAccessJAARBOEK - VERENIGING VOOR HET ONDERWIJS IN DE BIOLOGIE, DE MILIEULEER EN DE GEZONDHEIDSEDUCATIEISSN: 1373-6388Philosophy and ReligionWeten over weten : nature of science in het wetenschapsonderwijsjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLeren onderzoeken door te filosoferen in het wetenschapsonderwijs
https://biblio.ugent.be/publication/01HP1T149H4FY2NP5HDGW178FE
De Schrijver, JelleAnthone, RichardCornelissen, EefDe Poorter, John2013application/pdfhttps://biblio.ugent.be/publication/01HP1T149H4FY2NP5HDGW178FEhttp://hdl.handle.net/1854/LU-01HP1T149H4FY2NP5HDGW178FEhttps://biblio.ugent.be/publication/01HP1T149H4FY2NP5HDGW178FE/file/01HP46TQWKY9A94D2AGG5J8FT5dutNo license (in copyright)info:eu-repo/semantics/restrictedAccessJAARBOEK - VERENIGING VOOR HET ONDERWIJS IN DE BIOLOGIE, DE MILIEULEER EN DE GEZONDHEIDSEDUCATIEISSN: 1373-6388Philosophy and ReligionLeren onderzoeken door te filosoferen in het wetenschapsonderwijsjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionKlimaat burgers : van klimaatcontroverse naar klimaatverbinding
https://biblio.ugent.be/publication/01HP1T14AEFFR97HXG0MWWKXMY
Cornelissen, EefDe Schrijver, Jelle2023Hoe creëren we in de klas een klimaat voor dialogen over klimaat? Mag je het vliegtuig nemen voor een korte vakantie? Kan technologie het klimaatprobleem oplossen? Is een vegetariër een betere persoon dan een vleeseter?
Lessen over klimaatopwarming kunnen best uitdagend zijn. Wetenschappelijke ideeën en ideologische overtuigingen botsen wel eens. Deze confrontatie van ideeën is ook een kans. Het is een kans om jongeren met elkaar in dialoog te leren gaan over gevoelige en geladen thema’s. Zo stimuleren we jongeren elkaars perspectief in te nemen en begrip op te brengen voor andermans overtuigingen.
KlimaatBurgers is een klasmethodiek met prikkelende vragen, casussen en dialoogoefeningen om jongeren samen te laten nadenken over klimaat en duurzaamheid. Het is ontwikkeld door Jelle De Schrijver (Universiteit Antwerpen) en Eef Cornelissen (Odisee) in opdracht van de Koning Boudewijnstichting.
De handleiding biedt hulpt rond hoe je een gesprek kan begeleiden, hoe je kan reageren op gevoelige uitspraken van leerlingen, en op welke manier je een veilig klasklimaat kan creëren.
Het klasmateriaal biedt een reeks oefeningen voor in de klas gericht op het opwekken van reflectie bij jongeren. Leskaarten in een handig A5-formaat.application/pdfhttps://biblio.ugent.be/publication/01HP1T14AEFFR97HXG0MWWKXMYhttp://hdl.handle.net/1854/LU-01HP1T14AEFFR97HXG0MWWKXMYhttps://biblio.ugent.be/publication/01HP1T14AEFFR97HXG0MWWKXMY/file/01HP45985HQ5KHFEDJJ973DN81dutKoning BoudewijnstichtingNo license (in copyright)info:eu-repo/semantics/closedAccessGeneral WorksKlimaat burgers : van klimaatcontroverse naar klimaatverbindingmiscinfo:eu-repo/semantics/otherinfo:eu-repo/semantics/publishedVersionAre we allowed to tinker with (human) DNA? Addressing socioscientific issues through philosophical dialogue - the case of genetic engineering
https://biblio.ugent.be/publication/01HP1T14A94DACQKWQ896TN18Q
Sá-Pinto, XanaBeniermann, AnnaBørsen, TomGeorgiou, MarthaJeffries, AlexPessoa, PatríciaSousa, BrunoZeidler, Dana L.De Schrijver, JelleBlancke, StefaanCornelissen, EefSermeus, JanDunlop, Lynda2022Education about socioscientific issues (SSIs) can be challenging as underlying tensions can surface. When discussing the topic of genetic engineering, these tensions can be related to (1) the molecular biology of genetics and genetic engineering, (2) the evolutionary aspects of genetic engineering, (3) the nature of science and (4) the ethical understanding of this SSI. Such tensions may lead to confrontation, either between students or between students and teachers. The practice of ‘philosophical inquiry’ provides a pedagogical approach to help explore these tensions and engage in dialogues. Philosophical inquiry entails a dialogic approach in which a facilitator helps a group of students uncover hidden presuppositions and elicit an argumentative conversation. Stimuli such as pictures, cases or quotes provide a context to help students engage in dialogues about philosophical questions. Thus, students can reflect upon the relationship between science and evolution, the nature of science and the tensions between genetic engineering and society. In this chapter, we first explore different sensitivities related to genetic engineering. Then, we showcase learning material for secondary school students to cope with these issues. We focus on an approach to using big questions and stimulating dialogue to explore sensitivities. Ultimately, we provide tips to consider when addressing SSIs through philosophical dialogue.application/pdfhttps://biblio.ugent.be/publication/01HP1T14A94DACQKWQ896TN18Qhttp://hdl.handle.net/1854/LU-01HP1T14A94DACQKWQ896TN18Qhttps://biblio.ugent.be/publication/01HP1T14A94DACQKWQ896TN18Q/file/01HP45D2Z996061CBQF6TRAPGYengUA EditoraNo license (in copyright)info:eu-repo/semantics/restrictedAccessLearning evolution through socioscientific issuesISBN: 9789727898220Philosophy and Religionphilosophical inquirynature of sciencequestionsethicsAre we allowed to tinker with (human) DNA? Addressing socioscientific issues through philosophical dialogue - the case of genetic engineeringbookChapterinfo:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersionReflection about science at the Ghent University Museum
https://biblio.ugent.be/publication/01HP1T1497SN7YJNC2QERTQW7Y
Wolfschmidt, GudrunDe Schrijver, JelleDugardin, ChantalVerschelde, DominickSegers, Danny2016Increasingly, educating about the nature of science (NoS) is considered crucial to science education. NoS entails central features of science such as its realm and limits, its levels of uncertainty, its biases and the reasons for its reliability. As the scientific heritage in university collections testifies of the scientific practice as such, it provides a fertile soil to foster understanding of the NoS among a wide variety of museum visitors, school pupils in particular. To realise this potential, there is need for designbased research on the didactical approach to scientific heritage.
We will unravel how a hands-on historic approach allows high school pupils to step into the shoes of historic scientists enabling them to experience key stages in scientific history, thus enhancing reflection on NoS. We will report on a case study where the topic of energy is used as an example to a didactical approach stimulating NoSreflection among pupils visiting the Botanical Garden, the Zoology Museum and the Museum of the History of Sciences. This will allow discussing how an immersive approach can elicit reflection among visitors of university collections and how university collections can be starting points to investigate and develop innovative didactical approaches with regard to science education.application/pdfhttps://biblio.ugent.be/publication/01HP1T1497SN7YJNC2QERTQW7Yhttp://hdl.handle.net/1854/LU-01HP1T1497SN7YJNC2QERTQW7Yhttps://biblio.ugent.be/publication/01HP1T1497SN7YJNC2QERTQW7Y/file/01HP46Q6SC1WHSMZSDK9DQRYD6engTreditionNo license (in copyright)info:eu-repo/semantics/restrictedAccessEnhancing university heritage-based research : proceedings of the XV Universeum Network Meeting, Hamburg, 12-14 June 2014ISBN: 9783734527524ISBN: 9783734527517Science GeneralScience educationnature of sciencescientific heritagedesign based researchReflection about science at the Ghent University Museumconferenceinfo:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionReflecting on nature of science through philosophical dialogue
https://biblio.ugent.be/publication/01HP1T1494T6W4KRS0K10KMRXG
McComas, William F.Dunlop, LyndaDe Schrijver, Jelle2020Addressing the epistemological issues and philosophical questions characteristic of the nature of science, can be a challenge for science teachers less used to dealing with uncertainties, multiple perspectives and non-consensus situations. In this chapter, we argue that science teachers can be strengthened to teach the nature of science by incorporating an approach consistent with teaching and learning in philosophy. We will explore how philosophical dialogue with young people in science contexts can enhance reflection about and understanding of the nature of science. We explore the potential of philosophical dialogue to stimulate discussions about the nature of science through sharing our approaches and drawing on research literature relating to dialogic teaching in philosophy and the use of philosophical dialogue in science.application/pdfhttps://biblio.ugent.be/publication/01HP1T1494T6W4KRS0K10KMRXGhttp://hdl.handle.net/1854/LU-01HP1T1494T6W4KRS0K10KMRXGhttp://doi.org/10.1007/978-3-030-57239-6_12https://biblio.ugent.be/publication/01HP1T1494T6W4KRS0K10KMRXG/file/01HP46RY5XV06YN4M03TAVAYX2engSpringerNo license (in copyright)info:eu-repo/semantics/restrictedAccessNature of science in science instruction : rationales and strategiesISSN: 2520-8594ISSN: 2520-8608ISBN: 9783030572389ISBN: 9783030572419ISBN: 9783030572396Philosophy and ReligionReflecting on nature of science through philosophical dialoguebookChapterinfo:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersionPilot study on the introduction of philosophical dialogues in Flemish science classes : can a rabbit be a scientist?
https://biblio.ugent.be/publication/01HP1T1496VWRPS5C8HWWE1C02
Duthie, EllenGarcía Moriyón, FélixRobles Loro, RafaelDe Schrijver, JelleDe Poorter, JohnCornelissen, EefAnthone, Richard2018To improve pupils’ motivation for and attitude towards sciences as well as their inquiry skills, we introduced P4C in Flemish science classes using a design-based research paradigm. 12 to 14 year-olds participated in several P4C sessions, focusing on the nature of science and scientific concepts. Based on both qualitative and quantitative research data, landmarks on the conditions of a successful introduction of P4C in the science class were pinned. The quantitative data show an increase in pupils’ abilities to cope with uncertainty. The qualitative data suggest that participants show an increase in the ability to ask creative questions and problematize scientific concepts. P4C sessions with a mix of both thinking and scientific experiments appeared most successful. We observed that the use of philosophical dialogues may positively influence the inquiry skills of pupils as long as there is a good classroom atmosphere.application/pdfhttps://biblio.ugent.be/publication/01HP1T1496VWRPS5C8HWWE1C02http://hdl.handle.net/1854/LU-01HP1T1496VWRPS5C8HWWE1C02https://biblio.ugent.be/publication/01HP1T1496VWRPS5C8HWWE1C02/file/01HP47CY2AX7WX2VBBQCSX38H3engAnayaNo license (in copyright)info:eu-repo/semantics/closedAccessParecidos de familia : propuestas actuales en filosofía para niños = Family resemblances : current trends in philosophy for childrenISBN: 9788466790949Philosophy and ReligionPhilosophical dialoguescience educationnature of sciencePilot study on the introduction of philosophical dialogues in Flemish science classes : can a rabbit be a scientist?conferenceinfo:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersion