Science education in academic engineering programs aims to equip students with scientific knowledge and academic skills to solve complex (socio-)technological problems. This article addresses the critical question of whether traditional science courses effectively prepare for this ability. It starts from the premise that scientific approaches to technological design and development require the ability to construct new scientific knowledge (e.g. scientific models) relevant and adequate to the concrete problem. My central claim is that a dominant view of science, called a physics paradigm of science, hinders the effectiveness of science courses. Next, I propose that an alternative view of science, called an engineering paradigm of science, is better suited to understanding scientific approaches in technological design and development, and to developing more effective science education. The engineering paradigm of science assumes ‘useful’ knowledge as the goal of science, and thus focuses on the construction of scientific knowledge for epistemic purposes in specific contexts such as technological design and development. The philosophy of science can contribute to a better understanding of the epistemic strategies in knowledge construction. I propose to call this domain of study the context of construction.

学术工程课程中的科学教育旨在为学生提供科学知识和学术技能，以解决复杂的（社会）技术问题。本文解决了传统科学课程是否有效地为这种能力做好准备的关键问题。它始于这样一个前提，即技术设计和开发的科学方法需要能够构建与具体问题相关且充分的新科学知识（例如科学模型）。我的核心主张是，一种被称为科学物理学范式的占主导地位的科学观点阻碍了科学课程的有效性。接下来，我提出另一种科学观点，称为科学的工程范式，更适合理解技术设计和开发中的科学方法，以及开发更有效的科学教育。科学的工程范式将“有用的”知识作为科学的目标，因此侧重于在技术设计和开发等特定背景下为认知目的构建科学知识。科学哲学有助于更好地理解知识建构中的认知策略。我建议将这个研究领域称为建构语境。