Abstract:

This paper highlights the learning potential of reframing Science Teaching in the context of Philosophy of Science. The main focus of the presented case study is to develop ways to exploit the philosophical approach of scientific concepts and theories, making thus their teaching easier and more effective.

The case study took place in the Second Chance School of Edessa (a town of Northern Greece) encouraging scientific literacy. Science teaching activities, developed during this case study, were held in a creative learning environment inspired by cinema. The contemporary film culture was chosen to be used for Second Chance Schools’ adult students, because films are narratives, direct, vivid and interesting. They often engage science: science fiction movies, movies about the history of science, movies about (extreme and catastrophic) natural phenomena or movies about problems arising from science.

Three films were used in this case study and were chosen by the extent and quality they handle:
• Abstract or difficult physical concepts, such as genetic material and natural selection,
• Issues related to history and nature of science, such as the approach of the scientist as a person living in a particular historical-political environment and influenced by this or the nature of the scientific discovery,
• Social, environmental, ethical, philosophical problems stemming from science, such as biotechnology and eugenics.

These films were included in the science course, watched and framed by a series of teaching activities designed and developed in parallel. It was found that the films paved the way for adult students to critical reflection and taking a stand on complex issues.

At the final stage of the case study, an original short film was designed and created by the students themselves. This short film has the character of a documentary. It describes the students' experience of this science course contributed by philosophy of science and summarizes their impressions, thoughts and conclusions about this “meeting”.

This case study highlights, through cinema, the interaction and the interrelation between science, society and culture pointing out the philosophical dimension of scientific theories and aspects of the nature of science. Philosophy of science provides the ground for an attempt to understand science and for a more qualitative approach to scientific knowledge, opening a window for science learning to non-expert adults and re-defining the importance of teaching science.

Keywords:

Science education, philosophy of science, nature of science, adult education, second chance schools, cinema in science teaching.