Titti Leporino1 - Maria Rammou2 Kuhn’s ‘Epistemological Paradigm Shift’. CLIL Lesson Plan for 5th Grade High School Students Abstract: This lesson is suited to 5th grade high school courses that deal with 20th century philosophers, in particular with theories dealing with the concept of what is to be defined “scientific.” Students have already been introduced and have studied Popper’s ideas and his “demarcation” theory. In this lesson they are to first be introduced and then study more thoroughly American philosopher Thomas Kuhn and his ideas on “scientific revolution” through a “hands on” approach, that is through real life, personal experience. Questa lezione è indirizzata ad una 5° liceo che stia studiando i filosofi del 20° secolo ed in particolare le teorie che si pongono la questione di che cosa sia “scientifico”. Gli alunni devono aver già studiato in maniera esaustiva Karl Popper e la sua teoria della “demarcazione”. In questa lezione si presentano e successivamente si approfondiscono le idee del filosofo americano Thomas Kuhn sulla “rivoluzione scientifica”. Gli alunni approfondiscono l’argomento attraverso un apprendimento attivo che li coinvolge in prima persona, mettendo in gioco la loro diretta esperienza di vita.
*** Estimated time needed: 2hrs (two lessons) Learning objectives: Lesson Topic: Kuhn‟s theory on scientific revolution and his “paradigm shift” Lesson Goals: Linguistic content: - Using “going to / not going to,” first and second conditional, may and might to hypothesize. Philosophy content: - Thomas Kuhn and his theory on scientific revolution; Kuhn‟s “The Structure of Scientific Revolutions;” understand what “paradigm shift” is through brainstorming and personal experience; be able to discuss theory on scientific revolution. -
Students will do structured practice through the observation of optical illusion images and interact expressing their ideas using the forms in the communication tasks.
Communication tasks: - Observing optical illusion images. - Expressing opinions. - Students will work in groups to share information. - Students will develop tables of paradigm shifts. - Teachers introduce the topic, observe and act as resource.
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Teacher of Philosophy at „Scacchi‟ High School, Bari – Italy. Mother tongue English teacher for the CLIL project at „Scacchi‟ High School, Bari – Italy.
Learning strategies: - Cooperate. - Students will do structured practice with a paradigm shift table. - Students will use the strategy in the communication task. Materials: Optical illusion images, a table with paradigm shifts, board, pen and paper. Structure: Review Popper‟s theory of “demarcation”. Hand out photocopies with optical illusion images. Presentation: Students are asked to observe optical illusion images for a couple of minutes. Teachers and students discuss possible interpretations (brainstorming activity). Teacher writes students‟ ideas on the board as they relate them to the class. The purpose of the activity is to demonstrate the way in which a paradigm shift could cause one to see the same information in an entirely different way. Strategy presentation and practice: Hand out photocopies with a table of examples paradigm shifts and blank spaces to be filled out by the students. Divide the students into groups of three and ask them to complete the table with their ideas. Evaluation: Bring students back together as a class. Ask members of each group to give examples of paradigm shifts they came up with. Ask members of each group to describe how brainstorming strategies helped them find the information to complete their task. Outcome: This lesson was carried out in two 5th grade classes at “A. Scacchi” Liceo Scientifico - Bari as part of a philosophy CLIL project. The students appreciated the lesson and participated actively, adding to the paradigm shift table and discussing on the different ideas that came up observing the optical illusion images. Participation was observed also on the part of students who are usually shy or quite reserved. The argument seems to have teased their curiosity and that contributed to the positive outcome of the activity.
Paradigm shift table: Instructions: read the following table and complete it with your own ideas.
We used to think…
Now we think…
POLLUTION
GARBAGE DISPOSAL
EARTH‟S NATURAL RESOURCES
Conclusions Answer the following questions: 1. Who can be affected by a paradigm shift? 2. How is the general public affected? 3. Has the old world view that the earth and all things on it exiist for the sole benefit of humans changed? 472
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