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  1. The Historical-Investigative Approach to Teaching Science.Nahum Kipnis - 1996 - Science and Education, Kluwer Academic Publishers 5 (3):277-292.
    The paper describes the author's experience in using the history of science in teaching physics to science teachers. It was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.
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  • Studying Galileo at Secondary School: A Reconstruction of His 'Jumping-Hill'experiment and the Process of Discovery.Jürgen Teichmann - 1999 - Science & Education 8 (2):121-136.
  • Discovering Discovery: How Faraday Found the First Metallic Colloid.Ryan D. Tweney - 2006 - Perspectives on Science 14 (1):97-121.
    : In 1856, Michael Faraday (1791–1867) conducted nearly a year's worth of research on the optical properties of gold, in the course of which he discovered the first metallic colloids. Following our own discovery of hundreds of the specimens prepared by Faraday for this research, the present paper describes the cognitive role of these "epistemic artifacts" in the dynamics of Faraday's research practices. Analysis of the specimens, Faraday's Diary records, and replications of selected procedures (partly to replace missing kinds of (...)
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  • Faraday and Piaget: Experimenting in Relation with the World.Elizabeth Cavicchi - 2006 - Perspectives on Science 14 (1):66-96.
    : The natural philosopher Michael Faraday and the psychologist Jean Piaget experimented directly with natural phenomena and children. While Faraday originated evidence for spatial fields mediating force interactions, Piaget studied children's cognitive development. This paper treats their experimental processes in parallel, taking as examples Faraday's 1831 investigations of water patterns produced under vibration and Piaget's interactions with his infants as they sought something he hid. I redid parts of Faraday's vibrating fluid activities and Piaget's hiding games. Like theirs, my experiences (...)
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  • The 'Historical-Investigative' Approach to Teaching Science.Nahum Kipnis - 1996 - Science & Education 5 (3):277-292.
    The paper describes the author's experience in using the history of science in teaching physics to science teachers. lt was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.
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  • Rudolph Koenig’s Workshop of Sound: Instruments, Theories, and the Debate Over Combination Tones.David Pantalony - 2005 - Annals of Science 62 (1):57-82.
    Rudolph Koenig's workshop was a busy meeting place for instruments, ideas, experiments, demonstrations, craft traditions, and business. Starting around 1860, it was also the place in Paris where people discovered the new science of sound emerging from the studies of Hermann von Helmholtz in Germany. Koenig built Helmholtz's ideas into apparatus, created new instruments, and spread them throughout the scientific and musical world. Through his own research, he also became Helmholtz's strongest critic. This paper looks at the activities of this (...)
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  • The Project Physics Course, Then and Now.Gerald Holton - 2003 - Science and Education: Academic Journal of Ushynsky University 12 (8):779-786.
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  • Getting Shocks: Teaching Electrostatics with Historical Experiments at Secondary School Level.P. Heering - 2000 - Science & Education 9:363-373.
  • History of Science-with Labs.Douglas Allchin, Elizabeth Anthony, Jack Bristol, Alan Dean, David Hall & Carl Lieb - 1999 - Science & Education 8 (6):619-632.
    We describe here an interdisciplinary lab science course for non-majors using the history of science as a curricular guide. Our experience with diverse instructors underscores the importance of the teachers and classroom dynamics, beyond the curriculum. Moreover, the institutional political context is central: are courses for non-majors valued and is support given to instructors to innovate? Two sample projects are profiled.
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  • Teaching About Sound: A Select Historical Examination of Research.J. Randy McGinnis & J. Steve Oliver - 1998 - Science & Education 7 (4):381-401.
  • Using History to Teach Invention and Design: The Case of the Telephone.Michael E. Gorman & J. Kirby Robinson - 1998 - Science & Education 7 (2):173-201.
  • Getting Shocks: Teaching Secondary School Physics Through History.Peter Heering - 2000 - Science & Education 9 (4):363-373.
  • Science and Values: An Educational Perspective.D. Allchin - 1999 - Science & Education 8:1-12.
     
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  • Epistemological Considerations in Teaching Introductory Physics.David Hammer - 1995 - Science Education 79 (4):393-413.
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