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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Reflections: enhancing critical thinking in science education by implementing philosophy elements into training.

Ilinca I Ciubotariu¹

¹Department of Molecular Microbiology and Immunology, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland, USA.

|July 2, 2024

Summary

Philosophy and science, once intertwined, diverged over centuries. Integrating philosophy of science into STEM education enhances critical thinking and fosters interdisciplinary connections for students.

Keywords:

education interdisciplinary philosophy science

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Area of Science:

History and Philosophy of Science
STEM Education

Background:

Science and philosophy originated as overlapping fields.
Centuries of development led to their divergence into distinct disciplines.

Purpose of the Study:

To trace the historical trajectory of science and philosophy as separate disciplines.
To advocate for the integration of philosophy of science into STEM curricula.
To propose strategies for fostering interdisciplinary unity.

Main Methods:

Historical analysis of the relationship between philosophy and science.
Personal reflection on the benefits of philosophical exposure in undergraduate studies.
Discussion of the advantages of philosophy of science in graduate STEM programs.

Main Results:

Demonstration of the historical divergence of philosophy and science.
Evidence of the positive impact of philosophical training on scientific thinking.
Identification of institutional strategies to promote interdisciplinary collaboration.

Conclusions:

Reuniting philosophy and science in education can enhance STEM training.
Interdisciplinary activities are crucial for bridging the gap between science and philosophy.
Institutions should actively promote the integration of these fields.