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History, philosophy, and science teaching: The present rapprochement

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Abstract

This paper traces the use of, and arguments for, the history and philosophy of science in school science courses. Specific attention is paid to the British National Curriculum proposals and to the recommendations of the US Project 2061 curriculum guidelines. Some objections to the inclusion of historical material in science courses are outlined and answered. Mention is made of the Piagetian thesis that individual psychological development mirrors the development of concepts in the history of science. This introduces the topic of idealisation in science. Some significant instances are itemised where science education has, at its considerable cost, ignored work in philosophy of science. Arguments for the inclusion of the history and philosophy of science in science teacher education programmes are given. The paper finishes with a list of topical issues in present science education where collaboration between science teachers, historians, philosophers, and sociologists would be of considerable benefit.

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  1. Education Department, Auckland University, Auckland, New Zealand

    Michael R. Matthews

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This paper is an augmented version of a paper which originally appeared in Studies in Science Education 18, 1990. It is offered as one view of the present state of studies on the relationship of history, philosophy and science teaching. This view is of course partial; others will stress different matters. Ranging as it does over issues in the history of science, the philosophy of science, the history of science education, and current developments in science education — it is likely that justice has not been done to any particular issue. Recognising this, there is still some point at the outset of this new journal in trying to give some sense of the literature and questions that are occupying each of the diverse science communities the journal is serving.

It is hoped to soon publish a comparable paper dealing with mathematics education.

The research was made possible because of assistance from the University of New South Wales. It has been enriched because of the cooperation of numerous scholars around the world whose manuscripts I have read for special issues of journals I have edited in recent years, and whose advice and conversation I have benefited from.

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Matthews, M.R. History, philosophy, and science teaching: The present rapprochement. Sci Educ 1, 11–47 (1992). https://doi.org/10.1007/BF00430208

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