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  1. From Comparison Between Scientists to Gaining Cultural Scientific Knowledge.Igal Galili - 2016 - Science & Education 25 (1-2):115-145.
    Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This (...)
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  • Report on a Boston University Conference December 7–8, 2012 on How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?Peter Garik & Yann Benétreau-Dupin - 2014 - Science & Education 23 (9):1853-1873.
    This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from (...)
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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.
  • Ernst Mach, George Sarton and the Empiry of Teaching Science Part I.Hayo Siemsen - 2012 - Science & Education 21 (4):447-484.
  • 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.
  • Teaching the Conceptual History of Physics to Physics Teachers.Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala - 2015 - Science & Education 24 (4):387-408.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the (...)
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  • Ernst Mach and George Sarton’s Successors: The Implicit Role Model of Teaching Science in USA and Elsewhere, Part II.Hayo Siemsen - 2013 - Science & Education 22 (5):951-1000.
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  • The Neglected Mandate: Teaching Science as Part of Our Culture.Gerald Holton - 2014 - Science & Education 23 (9):1875-1877.
  • Science, Worldviews and Education: An Introduction.Michael R. Matthews - 2009 - Science & Education 18 (6-7):641-666.