Search results for 'History Study and teaching' (try it on Scholar)

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  1.  4
    Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  2.  2
    Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin (1975). A Study and Critique of the Teaching of the History of Science and Technology. Interim Report by the Committee on Undergraduate Education of the History of Science Society. [REVIEW] Annals of Science 32 (1):55-70.
    The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.
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  3.  1
    Robert M. Hendrick (1992). The Role of History in Teaching Science—A Case Study. Science and Education 1 (2):145-162.
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  4. George Sarton (1933). The Teaching and Study of the History of Science at the University of California. Isis: A Journal of the History of Science 20:6-14.
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  5. Robert Phillips (1998). History Teaching, Nationhood and the State: A Study in Educational Politics. British Journal of Educational Studies 46 (4):458-460.
     
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  6. George Sarton (1933). The Teaching and Study of the History of Science at the University of California. Isis 20 (1):6-14.
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  7. Bruce VanSledright (1995). The Teaching-Learning Interaction in American History: A Study of Two Teachers and Their Fifth Graders. Journal of Social Studies Research 19 (1):3-23.
     
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  8.  22
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  9. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
    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 (...)
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  10.  2
    Ren Jiyu (1980). The History of Chinese Philosophy - Thirty Years of Study. Contemporary Chinese Thought 12 (2):4-24.
    I have been engaged in teaching and research on the history of Chinese philosophy for a total of not less than thirty years. During the War of Resistance against Japan, it was at the Southwest Associated University in Kunming that I first began lecturing and became engaged in specialized studies on the history of Chinese philosophy. However, I should note that I only began using the truly scientific method to study the history of Chinese philosophy (...)
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  11. Donald R. Kelley (1997). The Writing of History and the Study of Law. Variorum.
     
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  12.  20
    Peter N. Stearns (2010). World History: The Basics. Routledge.
    Introduction : what and why is world history? -- A world history skeleton -- Habits of mind in world history -- Managing time : choosing and evaluating world history periods -- Managing space : world history regions and civilizations -- Contacts and the structure of world history -- Topics in world history -- Disputes in world history -- World history in the contemporary era.
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  13.  18
    Keith Jenkins (1991). Re-Thinking History. Routledge.
    This introductory text is written for students faced with the question "what is history?
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  14. Stephen Davies (2003). Empiricism and History. Palgrave.
    In the last 20 years postmodernism has had a powerful effect on the discipline of history and is now forcing empiricist historians to articulate their methods, and to defend them as both possible and virtuous. In this concise introduction, Stephen Davies explains what historians mean by empiricism, examines the origins, growth and persistence of empirical methods, and shows how students can apply these methods to their own work.
     
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  15.  22
    Toni Weller (ed.) (2012). History in the Digital Age. Routledge.
    Including international contributors from a variety of disciplines - History, English, Information Studies and Archivists – this book does not seek either to applaud or condemn digital technologies, but takes a more conceptual view of how ...
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  16.  24
    Ulrich Johannes Schneider (2004). Teaching the History of Philosophy in 19th-Century Germany. Teaching New Histories of Philosophy:275-295.
    What does it mean to do philosophy historically, and when does the legend of philosophy begin? When Hegel tried to give a logical explanation of philosophy's history, was he doing the same thing as Eduard Zeller in his account of Creek thought, or Kuno Fischer in his narrative of modern philosophy? l do not believe so, and I shall sugges t in the following that we should carefully differentiate between the different activities commonly referred to as the history (...)
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  17. John Arnold, Kate Davies & Simon Ditchfield (eds.) (1998). History and Heritage: Consuming the Past in Contemporary Culture. Donhead.
  18. K. B. Smellie (1947). Why We Read History. London, P. Elek.
     
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  19. Philip J. Davis (1995). The Companion Guide to the Mathematical Experience, Study Edition. Birkhäuser.
  20.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  21.  7
    Charbel N. El-Hani, Ana Maria R. de Alameida, Gilberto C. Bomfim, Leyla M. Joaquim, João Carlos M. Magalhães, Lia M. N. Meyer, Maiana A. Pitombo & Vanessa C. dos Santos (2014). The Contribution of History and Philosophy to the Problem of Hybrid Views About Genes in Genetics Teaching. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 469-520.
    Currently there are persistent doubts about the meaning and contributions of the gene concept, mostly related to its interpretation as a stretch of DNA encoding a single functional product, i.e., the classical molecular gene concept. There is, however, much conceptual variation around genes, leading to important difficulties in genetics teaching. We investigated whether and how conceptual variation related to the gene concept and gene function models is present in school science and what potential problems it may bring to genetics (...)
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  22. Gurbachan Singh Talib (1970). A Study of the Moral Core of Guru Nanak's Teaching. Chandigarh,Guru Nanak Dept. Of Sikh Studies, Panjab University.
     
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  23.  5
    Philip J. Davis (1995). The Mathematical Experience. Birkhäuser.
    Presents general information about meteorology, weather, and climate and includes more than thirty activities to help study these topics, including making a ...
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  24.  26
    Bruce Haynes (2009). History Teaching for Patriotic Citizenship in Australia. Educational Philosophy and Theory 41 (4):424-440.
    History has long been taught in Australian schools with a view to encouraging patriotic citizenship. What has been taught and what is meant by patriotic Australian citizenship has changed markedly over the years. Current national initiatives to stimulate and direct the teaching of 'what we all know' to be Australian history may not meet the requirements of acceptable educational practice. The Commonwealth government may be better advised to pursue initiatives that encourage understanding of and commitment to the (...)
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  25.  57
    Michael R. Matthews (ed.) (2014). International Handbook of Research in History, Philosophy and Science Teaching. Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook (...)
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  26. Kearsley Stewart (2015). Teaching Corner: The Prospective Case Study. Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...)
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  27.  6
    James F. Doyle (1966). Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times. Journal of the History of Philosophy 4 (3):250-250.
  28. Katie Proctor (2011). Sally Gregory Kohlstedt, Teaching Children Science: Hands-On Nature Study in North America 1890–1930. Chicago and London: Chicago University Press, 2010. Pp. Xv+363. ISBN 978-0-226-44990-6 £29.00. [REVIEW] British Journal for the History of Science 44 (2):302-304.
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  29.  4
    Ranjan Ghosh (2012). Lover's Quarrel with the Past: Romance, Representation, Reading. Berghahn Books.
    Although not a professional historian, the author raises several issues pertinent to the state of history today.Qualifying the "non-historian" as an "able" interventionist in historical studies, the author explores the relationship between ...
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  30.  2
    Friedrich Wilhelm Nietzsche (1974). Thoughts Out of Season. Gordon Press.
    pt. 1. David Strauss, the confessor and the writer. Richard Wagner in Bayreuth.--pt. 2. The use and abuse of history. Schopenhauer as educator.
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  31.  15
    Michael R. Matthews (2014). Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 1-15.
    This is the first handbook to be published that is devoted to the field of historical and philosophical research in science and mathematics education (HPS&ST). Given that science and mathematics through their long history have always been engaged with philosophy and that for over a century it has been recognised that science and mathematics curriculum development, teaching, assessment and learning give rise to so many historical and philosophical questions, it is unfortunate that such a handbook has been so (...)
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  32.  11
    Kostas Kampourakis & Ross H. Nehm (2014). History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 377-399.
    A large body of work in science education indicates that evolution is one of the least understood and accepted scientific theories. Although scholarship from the history and philosophy of science (HPS) has shed light on many conceptual and pedagogical issues in evolution education, HPS-informed studies of evolution education are also characterized by conceptual weaknesses. In this chapter, we critically review such studies and find that some work lacks historically accurate characterizations of student ideas (preconceptions and misconceptions). In addition, although (...)
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  33.  6
    John L. Taylor & Andrew Hunt (2014). History and Philosophy of Science and the Teaching of Science in England. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2045-2081.
    This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated these initiatives. (...)
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  34.  6
    Ross H. Nehm & Kostas Kampourakis (2014). History and Philosophy of Science and the Teaching of Macroevolution. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 401-421.
    Although macroevolution has been the subject of sustained attention in the history and philosophy of science (HPS) community, only in recent years have science educators begun to more fully engage with the topic. This chapter first explores how science educators have conceptualized macroevolution and how their perspectives align with the views from HPS. Second, it illustrates how science educators’ limited engagement with HPS scholarship on macroevolution has influenced construct delineation, measurement instrument development, and educational arguments about which aspects of (...)
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  35. Friedrich Wilhelm Nietzsche (1983). Untimely Meditations. Cambridge University Press.
    The four short works in Untimely Meditations were published by Nietzsche between 1873 and 1876.They deal with such broad topics as the relationship between popular and genuine culture, strategies for cultural reform, the task of philosophy, the nature of education, and the relationship between art, science and life. They also include Nietzsche's earliest statement of his own understanding of human selfhood as a process of endlessly 'becoming who one is'. As Daniel Breazeale shows in his introduction to this new edition (...)
     
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  36. Roger I. Simon (2005). The Touch of the Past: Remembrance, Learning, and Ethics. Palgrave Macmillan.
    Based on ten years of research, The Touch of the Past considers how historically traumatic events uniquely summon forgetting and remembrance. Within a specific focus on events of systemic mass violence, Roger Simon examines how testimonies of historic events influence learning as communities struggle with "difficult histories." The Touch of the Past is a serious and compelling contribution to research in education, historical consciousness, and memory/trauma studies.
     
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  37. Maria Rosa Antognazza (2015). The Benefit to Philosophy of the Study of its History. British Journal for the History of Philosophy 23 (1):161-184.
    This paper advances the view that the history of philosophy is both a kind of history and a kind of philosophy. Through a discussion of some examples from epistemology, metaphysics, and the historiography of philosophy, it explores the benefit to philosophy of a deep and broad engagement with its history. It comes to the conclusion that doing history of philosophy is a way to think outside the box of the current philosophical orthodoxies. Somewhat paradoxically, far from (...)
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  38.  8
    Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  39.  21
    Horacio Tignanelli & Yann Benétreau-Dupin (2014). Perspectives of History and Philosophy on Teaching Astronomy. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 603-640.
    The didactics of astronomy is a relatively young field with respect to that of other sciences. Historical issues have most often been part of the teaching of astronomy, although that often does not stem from a specific didactics. The teaching of astronomy is often subsumed under that of physics. One can easily consider that, from an educational standpoint, astronomy requires the same mathematical or physical strategies. This approach may be adequate in many cases but cannot stand as a (...)
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  40. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  41. Elie Holzer (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Academic Studies Press.
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  42.  6
    Michael R. Matthews (1990). History, Philosophy and Science Teaching What Can Be Done in an Undergraduate Course? Studies in Philosophy and Education 10 (1):93-97.
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  43. Michel Foucault (2011). The Courage of the Truth (the Government of Self and Others Ii): Lectures at the Collège de France, 1983-1984. Palgrave Macmillan.
  44.  42
    Jens Bartelson (2007). Philosophy and History in the Study of Political Thought. Journal of the Philosophy of History 1 (1):101-124.
    This article analyzes how the relationship between philosophy and history has been conceived within the study of political thought, and how different ways of conceiving this relationship in turn have affected the definition of the subject matter as well as the choice of methods within this field. My main argument is that the ways in which we conceive this relationship is dependent on the assumptions we make about the ontological status of concepts and their meaning. I start by (...)
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  45. A. I. Aleshin (ed.) (2006). Filosofskai͡a Tradit͡sii͡a Kak Poni͡atie I Predmet Istoriko-Filosofskoĭ Nauki: Materialy Mezhvuzovskoĭ Konferent͡sii, Moskva, 5-6 Dekabri͡a 2006 G. [REVIEW] Rossiĭskiĭ Gos. Gumanitarnyĭ Universitet.
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  46. Recep Alpyağıl (ed.) (2010). Türkiyeʹde Bir Felsefe Gelen-Ek-I Kurmaya Çalışmak. İz Yayıncılık.
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  47. Vāsudeva Dvivedī, Dharmadatta Caturvedī, Śaradindukumāra Tripāṭhī & Ramākānta Paṭeriyā (eds.) (2006). Saṃskr̥tasevāsādhanā: Sva. Paṃ. Vāsudevadvivedīśāstrimahodayānāmatmaprakarṣaṃ Kartr̥tvaṃ Saṃskr̥tapracārāvadānam Cādhikr̥tya Nibaddho'yam Abhinandanagranthaḥ. Abhinandanagranthasamitiḥ.
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  48. Peter Hayward (2008). Developing Wisdom: How Foresight Develops in Individuals and Groups. Vdm Verlag Dr. Müller.
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  49. Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.) (2004). Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Distributed by Creative Books.
     
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  50. O. G. Liti͡aĭkina (2004). Problemy Dukhovno-Ėsteticheskogo Vospitanii͡a V Otechestvennoĭ Pedagogike Vtoroĭ Poloviny Xix - Pervoĭ Treti Xx Vv.: Istoriko-Pedagogicheskiĭ Ocherk. Mordovskiĭ Respublikanskiĭ Institut Obrazovanii͡a.
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