History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science.
|Keywords||Science History Science Philosophy Science teachers Training of|
|Categories||categorize this paper)|
|Buy the book||$1.99 used (97% off) $45.27 new (31% off) $64.95 direct from Amazon Amazon page|
|Call number||Q181.M183 1994|
|ISBN(s)||041590899X 0415902827 9780415908993|
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A View About the Short Histories of the Mole and Avogadro's Number.Mustafa Sarikaya - 2013 - Foundations of Chemistry 15 (1):79-91.
Pedagogy as a Framework for a Proper Dialogue Between Science and Literature.Arto Mutanen - forthcoming - Philosophia:1-14.
Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education.Georgina Stewart - 2011 - Educational Philosophy and Theory 43 (7):724-741.
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