David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science.
|Keywords||Science History Science Philosophy Science teachers Training of|
|Categories||categorize this paper)|
|Buy the book||$5.98 used (91% off) $48.90 new (25% off) $60.36 direct from Amazon (8% off) Amazon page|
|Call number||Q181.M183 1994|
|ISBN(s)||041590899X 0415902827 9780415908993|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Mustafa Sarikaya (2013). A View About the Short Histories of the Mole and Avogadro's Number. Foundations of Chemistry 15 (1):79-91.
Georgina Stewart (2011). Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education. Educational Philosophy and Theory 43 (7):724-741.
Tal Gilead (2011). The Role of Education Redefined: 18th Century British and French Educational Thought and the Rise of the Baconian Conception of the Study of Nature. Educational Philosophy and Theory 43 (10):1020-1034.
Jacob V. Pearce (2012). The Potential of Perspectivism for Science Education. Educational Philosophy and Theory 45 (5):531-545.
Similar books and articles
Massimo Pigliucci (2010). Nonsense on Stilts: How to Tell Science From Bunk. University of Chicago Press.
Matthew H. Slater (2008). How to Justify Teaching False Science. Science Education 92 (3):526-542.
Taner Edis (2006). Science and Nonbelief. Greenwood Press.
Sue V. Rosser (1987). Feminist Scholarship in the Sciences: Where Are We Now and When Can We Expect A Theoretical Breakthrough? Hypatia 2 (3):5 - 17.
R. Michael Matthews (1997). Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education. Studies in Philosophy and Education 16 (1/2):159-173.
Robert Shaw (2013). The Implications for Science Education of Heidegger's Philosophy of Science. Educational Philosophy and Theory 45 (5):546-570.
John Losee (1987). Philosophy of Science and Historical Enquiry. Oxford University Press.
Garth D. Benson (1989). The Misrepresentation of Science by Philosophers and Teachers of Science. Synthese 80 (1):107 - 119.
Michael R. Matthews (1989). History, Philosophy, and Science Teaching: A Brief Review. Synthese 80 (1):1 - 7.
Added to index2009-01-28
Total downloads103 ( #9,842 of 1,096,601 )
Recent downloads (6 months)8 ( #23,815 of 1,096,601 )
How can I increase my downloads?