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  1. 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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  • Belief, Knowledge and Understanding.Frederik Moreira-dos-Santos & Charbel N. El-Hani - 2017 - Science & Education 26 (3-4):215-245.
    This article discusses how to deal with the relations between different cultural perspectives in classrooms, based on a proposal for considering understanding and knowledge as goals of science education, inspired by Dewey’s naturalistic humanism. It thus combines educational and philosophical interests. In educational terms, our concerns relate to how science teachers position themselves in multicultural classrooms. In philosophical terms, we are interested in discussing the relations between belief, understanding, and knowledge under the light of Dewey’s philosophy. We present a synthesis (...)
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  • Historical Experiments in Students’ Hands: Unfragmenting Science Through Action and History.Elizabeth Mary Cavicchi - 2008 - Science & Education 17 (7):717-749.
  • Documenting Collections: Cornerstones for More History of Science in Museums.Marta C. Lourenço & Samuel Gessner - 2014 - Science & Education 23 (4):727-745.
  • Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles.Dietmar Höttecke & Cibelle Celestino Silva - 2011 - Science & Education 20 (3-4):293-316.
  • Science Education and the Material Culture of the Nineteenth-Century Classroom: Physics and Chemistry in Spanish Secondary Schools.Josep Simon & Mar Cuenca-Lorente - 2012 - Science & Education 21 (2):227-244.
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  • How Historical Experiments Can Improve Scientific Knowledge and Science Education: The Cases of Boiling Water and Electrochemistry.Hasok Chang - 2011 - Science & Education 20 (3-4):317-341.
  • Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences From the European HIPST Project.Dietmar Höttecke, Andreas Henke & Falk Riess - 2012 - Science & Education 21 (9):1233-1261.
  • The Cavendish Experiment as a Tool for Historical Understanding of Science.Steffen Ducheyne - 2012 - Science & Education 21 (1):87-108.
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  • The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science.Ingo Eilks, Avi Hofstein, Rachel Mamlok-Naaman, Peter Heering & Marc Stuckey - 2015 - Science & Education 24 (3):281-298.
    This paper discusses essential elements of the philosophical works of Ludwik Fleck and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck (...)
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