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  1. Nature of Science Contextualized: Studying Nature of Science with Scientists.Veli-Matti Vesterinen & Suvi Tala - 2015 - Science & Education 24 (4):435-457.
    Understanding nature of science is widely considered an important educational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached. This consensus content is listed as a general statement of science, which students are supposed to (...)
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  • Out of the Ivy and Into the Arctic: Imitation Coral Reconstruction in Cross‐Cultural Contexts.Donna Bilak - 2020 - Berichte Zur Wissenschaftsgeschichte 43 (3):341-366.
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  • Boerhaave's Furnace. Exploring Early Modern Chemistry Through Working Models.Marieke M. A. Hendriksen & Ruben E. Verwaal - 2020 - Berichte Zur Wissenschaftsgeschichte 43 (3):385-411.
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  • Schooling the Eye and Hand: Performative Methods of Research and Pedagogy in the Making and Knowing Project.Tillmann Taape, Pamela H. Smith & Tianna Helena Uchacz - 2020 - Berichte Zur Wissenschaftsgeschichte 43 (3):323-340.
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  • Guiding Physics Teachers by Following in Galileo’s Footsteps.Maayan Schvartzer, Michael Elazar & Shulamit Kapon - forthcoming - Science & Education.
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  • The Effect of Replicating Historical Scientific Apparatus on High School Students’ Attitudes Towards Science and Their Understanding of Nature of Science.Zeynep Neslihan Alisir & Serhat Irez - 2020 - Science & Education 29 (5):1201-1234.
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  • Can Faraday's The Chemical History of a Candle Inform the Teaching of Experimentation?Markus Emden & Mario Gerwig - 2020 - Science & Education 29 (3):589-616.
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  • Presentist History for Pluralist Science.Hasok Chang - forthcoming - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie:1-18.
    Building on my previous writings on presentism, pluralism, and “complementary science”, I develop an activist view of historiography. I begin by recognizing the inevitability of presentism. Our own purposes and perspectives do and should guide the production of our accounts of the past; like funerals, history-writing is for the living. There are different kinds of presentist history, depending on the historians’ purposes and perspectives. My particular inclination is pluralist. Science remembers its own history from a particular perspective, which views the (...)
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  • What is Proof of Concept Research and How Does It Generate Epistemic and Ethical Categories for Future Scientific Practice?Catherine Elizabeth Kendig - 2016 - Science and Engineering Ethics 22 (3):735-753.
    “Proof of concept” is a phrase frequently used in descriptions of research sought in program announcements, in experimental studies, and in the marketing of new technologies. It is often coupled with either a short definition or none at all, its meaning assumed to be fully understood. This is problematic. As a phrase with potential implications for research and technology, its assumed meaning requires some analysis to avoid it becoming a descriptive category that refers to all things scientifically exciting. I provide (...)
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  • History as a Biomedical Matter: Recent Reassessments of the First Cases of Alzheimer’s Disease.Lara Keuck - 2017 - History and Philosophy of the Life Sciences 40 (1):10.
    This paper examines medical scientists’ accounts of their rediscoveries and reassessments of old materials. It looks at how historical patient files and brain samples of the first cases of Alzheimer’s disease became reused as scientific objects of inquiry in the 1990s, when a genetic neuropathologist from Munich and a psychiatrist from Frankfurt lead searches for left-overs of Alzheimer’s ‘founder cases’ from the 1900s. How and why did these researchers use historical methods, materials and narratives, and why did the biomedical community (...)
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  • Introducing Joule’s Paddle Wheel Experiment in the Teaching of Energy: Why and How?Manuel Bächtold - forthcoming - Foundations of Science:1-15.
    History of science provides access to a reservoir of meaningful experiments that can be studied and reproduced in classrooms. This is the case of Joule’s paddle-wheel experiment which displays the potentiality to help students improve their understanding of the concept of energy. This experiment has been mentioned in many physics textbooks during the twentieth century. Recently, it has received renewed attention by several researchers in science education. However, the accounts of Joule’s experiment proposed by these researchers are at variance with (...)
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  • Grounding Knowledge and Normative Valuation in Agent-Based Action and Scientific Commitment.Catherine Elizabeth Kendig - 2018 - In Hauke Riesch, Nathan Emmerich & Steven Wainwright (eds.), Philosophies and Sociologies of Bioethics: Crossing the Divides. Cham, Switzerland: pp. 41-64.
    Philosophical investigation in synthetic biology has focused on the knowledge-seeking questions pursued, the kind of engineering techniques used, and on the ethical impact of the products produced. However, little work has been done to investigate the processes by which these epistemological, metaphysical, and ethical forms of inquiry arise in the course of synthetic biology research. An attempt at this work relying on a particular area of synthetic biology will be the aim of this chapter. I focus on the reengineering of (...)
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  • How to Use Historical Approach to Teach Nature of Science in Chemistry Education?Simo Tolvanen, Jan Jansson, Veli-Matti Vesterinen & Maija Aksela - 2014 - Science & Education 23 (8):1605-1636.
  • Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam’s Historia Insectorum Generalis and the Case of the Water Flea.Catherine Kendig - 2013 - Science & Education 22 (8):1939-1961.
    Abstract: Hasok Chang (Sci Educ 20:317–341, 2011) shows how the recovery of past experimental knowledge, the physical replication of historical experiments, and the extension of recovered knowledge can increase scientific understanding. These activities can also play an important role in both science and history and philosophy of science education. In this paper I describe the implementation of an integrated learning project that I initiated, organized, and structured to complement a course in history and philosophy of the life sciences (HPLS). The (...)
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  • Documenting Collections: Cornerstones for More History of Science in Museums.Marta C. Lourenço & Samuel Gessner - 2014 - Science & Education 23 (4):727-745.
  • An Historical Perspective on Instruments and Experiments in Science Education.Peter Heering & Roland Wittje - 2012 - Science & Education 21 (2):151-155.
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  • The Cavendish Experiment as a Tool for Historical Understanding of Science.Steffen Ducheyne - 2012 - Science & Education 21 (1):87-108.
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  • Science & Education in Educational Perspectives: Recognizing the Contributions of Michael R. Matthews.Zoubeida R. Dagher & Peter Heering - 2015 - Science & Education 24 (7-8):821-826.
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