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Profile: Michael Robert Matthews (University of New South Wales)
  1. Michael R. Matthews (forthcoming). Old Wine in New Bottles: A Problem with Constructivist Epistemology. Philosophy of Education.
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  2. Michael R. Matthews (2009). The Philosophy of Education Society of Australasia (Pesa) and My Intellectual Growing-Up. Educational Philosophy and Theory 41 (7):777-780.
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  3. Michael R. Matthews (2007). Models in Science and in Science Education: An Introduction. Science and Education 16 (7-8):647-652.
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  4. Michael R. Matthews (2004). Herbert Feigl (1902–1988) Was a Founding Member of the Vienna Circle. He Published Numerous Articles and Books Elaborating a Logical Empiricist World View. Philipp Frank (1884–1966) Was a Founding Member of the Vienna Circle. He Published Numerous Articles and Books Elaborating a Logical Empiricist World View. [REVIEW] Science and Education 13:151-152.
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  5. Michael R. Matthews (2004). Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl. Science and Education 13 (1-2):7-39.
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  6. Michael R. Matthews (2004). Thomas Kuhn's Impact on Science Education: What Lessons Can Be Learned? Science Education 88 (1):90-118.
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  7. Michael R. Matthews (2003). Mario Bunge: Physicist and Philosopher. Science and Education 12 (5-6):431-444.
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  8. Michael R. Matthews (2002). Vale Arnold Arons. Science and Education 11 (1):105-106.
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  9. Randy Bell, Fouad Abd-El-Khalick, Norman G. Lederman, William F. McComas & Michael R. Matthews (2001). The Nature of Science and Science Education: A Bibliography. Science and Education 10 (1-2):187-204.
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  10. Michael R. Matthews (2001). Back to Basics: A Comment on Irzik. Studies in Philosophy and Education 20 (2):177-180.
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  11. Michael R. Matthews (2001). Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions. Science and Education 10 (1-2):119-135.
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  12. Michael R. Matthews (1997). A Bibliography for Philosophy and Constructivism in Science Education. Science and Education 6 (1):197-201.
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  13. Michael R. Matthews (1997). Introductory Comments on Philosophy and Constructivism in Science Education. Science and Education 6 (1-2):5-14.
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  14. Michael R. Matthews (1997). James T. Robinson's Account of Philosophy of Science and Science Teaching: Some Lessons for Today From the 1960s. Science Education 81 (3):295-315.
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  15. 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 taught in traditional cultures; what (...)
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  16. Michael R. Matthews (1992). History, Philosophy, and Science Teaching: The Present Rapprochement. Science and Education 1 (1):11-47.
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  17. 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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  18. Michael R. Matthews (1990). Introduction. Studies in Philosophy and Education 10 (1):3-5.
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  19. Michael R. Matthews (1989). History, Philosophy and Science Teaching: A Bibliography. Synthese 80 (1):185-196.
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  20. Michael R. Matthews (1989). History, Philosophy, and Science Teaching: A Brief Review. Synthese 80 (1):1 - 7.
    School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration between philosophers, historians, and (...)
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  21. Michael R. Matthews (1988). A Role for History and Philosophy in Science Teaching. Educational Philosophy and Theory 20 (2):67–81.
    It is thirty years since the last major reforms of science education. many believe that it is time for reappraisal of these earlier curricula, and for the renewal of science education-its content, aims, methods. also, and importantly, there is a renewed interest in the preparation of science teachers. this essay is a contribution to that task.
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