Knowledge statements and belief statements: how do their differences matter for Science Education?

Abstract

In this paper, I examine first the way knowledge-statements and belief-statements are questioned in ordinary language. The former are questioned by "how do you know?" questions, while the latter are questioned by "why do you believe?" questions. The answers to these questions are different. In the former case, one replies by providing the reasons that justify their being in position to know, whereas in the latter case, one replies by adducing the evidence for their statement. Then, I explore the epistemological repercussions of the difference in ordinary usage between the verbs 'to know' and 'to believe' and, drawing on these, I discuss the implication for science teaching. (English) ABSTRACT FROM AUTHOR]; Dans cet article, j'examine d'abord comment les types connaissance-déclarations et croyance-déclarations sont remises en question dans le langage courant. Les premiers sont remis en question par les questions « Comment savez-vous? », tandis que les deuxièmes sont remis en question par les questions « pourquoi croyez-vous ? ». Les réponses á ces questions sont différentes. Dans le premier cas, on répond en donnant les raisons qui justifient leur étant en mesure de savoir, alors que dans le deuxième cas, on répond en produisant les éléments de preuve pour leur déclaration. Alors, j'explore les conséquences épistémologiques de la différence dans l'usage ordinaire entre les verbes 'savoir' et 'croire', et, s'appuyant sur elles, je discute les implications pour l'enseignement des sciences. (French) ABSTRACT FROM AUTHOR]; Copyright of Review of Science Mathematics & ICT Education is the property of University of Patras, Laboratory of Didactics of Science Mathematics & ICT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)