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  1. Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.
    These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...)
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  • Controversy as a Blind Spot in Teaching Nature of Science.Mario Kötter & Marcus Hammann - 2017 - Science & Education 26 (5):451-482.
    In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines is characterized by controversy rather than unified textbook knowledge. There is common agreement among educators of the arts and humanities that controversies in the reference disciplines should be represented (...)
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  • The Challenge of Knowledge Soup.John F. Sowa - 2006 - In Jayashree Ramadas & Sugra Chunawala (eds.), Research Trends in Science, Technology and Mathematics Education. Homi Bhabha Centre for Science Education, Tifr. pp. 55--90.
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  • Physics and the Possibility of a Religious View of the Universe: Swedish Upper Secondary Students’ Views.Lena Hansson & Andreas Redfors - 2007 - Science & Education 16 (3-5):461-478.
  • Why Compulsory Science Education Should Not Include Philosophy of Science.Peter Davson-Galle - 2008 - Science & Education 17 (7):677-716.