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  1. Conflicting Interpretations of Scientific Pedagogy.Arthur Galamba - 2016 - Science & Education 25 (3-4):363-381.
    Not surprisingly historical studies have suggested that there is a distance between concepts of teaching methods, their interpretations and their actual use in the classroom. This issue, however, is not always pitched to the personal level in historical studies, which may provide an alternative insight on how teachers conceptualise and engage with concepts of teaching methods. This article provides a case study on this level of conceptualisation by telling the story of Rómulo de Carvalho, an educator from mid-twentieth century Portugal, (...)
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  • Rómulo de Carvalho’s Humanistic Chemistry Syllabus in the 1948 Portuguese Liceal Reform.Arthur Galamba - 2013 - Science & Education 22 (6):1519-1536.
  • Editors, Referees, and Committees: Distributing Editorial Work at the Royal Society Journals in the Late 19th and 20th Centuries. [REVIEW]Aileen Fyfe - 2020 - Centaurus 62 (1):125-140.
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  • The Japanese Connexion: Engineering in Tokyo, London, and Glasgow at the End of the Nineteenth Century.W. H. Brock - 1981 - British Journal for the History of Science 14 (3):227-244.
    That the export of Scottish engineers and engineering teachers to Japan in the 1870s aided that country's astonishingly rapid process of modernization from a feudal to a capitalist, industrialized society will not occasion surprise or dissent. As the Japan weekly mail editorialized in 1878: In no direction has Japan symbolised her advance towards assimilation of the civilisation of the Western world more emphatically than in that of applied science.
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  • ‘Rude and Disgraceful Beginnings’: A View of History of Chemistry From the Nineteenth Century.Colin A. Russell - 1988 - British Journal for the History of Science 21 (3):273-294.
  • The Origins of the British Association's Education Section.Peter Collins - 1979 - British Journal of Educational Studies 27 (3):232 - 244.
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  • The Origins of the British Association's Education Section.Peter Collins - 1979 - British Journal of Educational Studies 27 (3):232-244.