Michael R. Matthews (ed.)
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators.
|Keywords||HPS Nature of science History of science History of science education Mathematics education Philosphy of science Philosphy of science teaching Science curriculum Science education|
|Categories||categorize this paper)|
Revisiting School Scientific Argumentation From the Perspective of the History and Philosophy of Science.Agustín Adúriz-Bravo
Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science.Irene Arriassecq & Alcira Rivarosa
The History and Philosophy of Science and Their Relationship to the Teaching of Sciences in Mexico.Ana Barahona, José Antonio Chamizo, Andoni Garritz & Josip Slisko
Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education.Manuel Bächtold & Muriel Guedj
Teaching About Thermal Phenomena and Thermodynamics: The Contribution of the History and Philosophy of Science.Ugo Besson
Philosophical Dimensions of Social and Ethical Issues in School Science Education: Values in Science and in Science Classrooms.Ana C. Couló
Laws and Explanations in Biology and Chemistry: Philosophical Perspectives and Educational Implications.Zoubeida R. Dagher & Sibel Erduran
Incorporation of HPS/NOS Content in School and Teacher Education Programmes in Europe.Liborio Dibattista & Francesca Morgese
Historical Interactions Between Judaism and Science and Their Influence on Science Teaching and Learning.Jeff Dodick & Raphael B. Shuchat
Teaching Controversies in Earth Science: The Role of History and Philosophy of Science.Glenn Dolphin & Jeff Dodick
Rejecting Materialism: Responses to Modern Science in the Muslim Middle East.Taner Edis & Saouma BouJaoude
The Contribution of History and Philosophy to the Problem of Hybrid Views About Genes in Genetics Teaching.Charbel N. El-Hani, Ana Maria R. de Alameida, Gilberto C. Bomfim, Leyla M. Joaquim, João Carlos M. Magalhães, Lia M. N. Meyer, Maiana A. Pitombo & Vanessa C. dos Santos
Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions.Sibel Erduran & Ebru Z. Mugaloglu
Informal and Non-Formal Education: History of Science in Museums.Anastasia Filippoupoliti & Dimitris Koliopoulos
Twenty-First-Century Genetics and Genomics: Contributions of HPS-Informed Research and Pedagogy.Niklas M. Gericke
Meeting the Challenge: Quantum Physics in Introductory Physics Courses.Ileana M. Greca & Olival Freire
Teaching and Learning Electricity: The Relations Between Macroscopic Level Observations and Microscopic Level Theories.Jenaro Guisasola
Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases.Derek Hodson
Challenges of Multiculturalism in Science Education: Indigenisation, Internationalisation, and Transkulturalität.Kai Horsthemke & Larry D. Yore
History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations.Kostas Kampourakis & Ross H. Nehm
Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives.Stephen Klassen & Cathrine Froese Klassen
Generative Modelling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education.Ismo T. Koponen & Suvi Tala
Contextualising the Teaching and Learning of Ecology: Historical and Philosophical Considerations.Ageliki Lefkaditou, Konstantinos Korfiatis & Tasos Hovardas
The Role of History and Philosophy in Research on Teaching and Learning of Relativity.Olivia Levrini
History and Philosophy of Science in Science Education, in Brazil.Roberto de Andrade Martins, Cibelle Celestino Silva & Maria Elice Brzezinski Prestes
Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews
Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education.Michael R. Matthews
Nature of Science in the Science Curriculum and in Teacher Education Programs in the United States.William F. McComas
History and Philosophy of Science in Japanese Education: A Historical Overview.Yuko Murakami & Manabu Sumida
Conceptions of Scientific Literacy: Identifying and Evaluating Their Programmatic Elements.Stephen P. Norris, Linda M. Phillips & David Burns
Models in Science and in Learning Science: Focusing Scientific Practice on Sense-Making.Cynthia Passmore, Julia Svoboda Gouvea & Ronald Giere
Indian Experiences with Science: Considerations for History, Philosophy, and Science Education.Sundar Sarukkai
Philosophy of Education and Science Education: A Vital but Underdeveloped Relationship.Roland M. Schulz
History in Bosnia and Herzegovina Physics Textbooks for Primary School: Historical Accuracy and Cognitive Adequacy.Josip Slisko & Zalkida Hadzibegovic
Methodological Issues in Science Education Research: A Perspective From the Philosophy of Science.Keith S. Taber
History and Philosophy of Science and the Teaching of Science in England.John L. Taylor & Andrew Hunt
Perspectives of History and Philosophy on Teaching Astronomy.Horacio Tignanelli & Yann Benétreau-Dupin
History, Philosophy, and Sociology of Science and Science-Technology-Society Traditions in Science Education: Continuities and Discontinuities.Veli-Matti Vesterinen, María-Antonia Manassero-Mas & Ángel Vázquez-Alonso
One Country, Two Systems: Nature of Science Education in Mainland China and Hong Kong.Siu Ling Wong, Zhi Hong Wan & Ka Lok Cheng
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