Teaching Science as a Hermeneutic Event


  • Sharon Pelech University of Calgary




hermeneutics, education, secondary science, biology, philosophy, teaching and learning, curriculum studies, ecopedagogy


In this article, the author explores the need for science education to be taught as a hermeneutic event, as opposed to a book of facts to be memorized. The fragmented, passive transmission of facts does not allow students to have a clear understanding of science, its’ traditions and how science lives in the world. By reconnecting biology back into the world and recognizing its creativity and uncertainty will help students understand how science impacts their lives and the world. The author explores how, through hermeneutics, students can experience the living discipline of science, as opposed to learning about science.

Author Biography

Sharon Pelech, University of Calgary

Sharon Pelech is a PhD Candidate in the Graduate Division of Educational Research at the University of Calgary. Her research has been focused on a hermeneutic study of teaching biology. Sharon has been a secondary school science teacher and an instructor for the Undergraduate Program at the University of Calgary.


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