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Michael R. Matthews [62]Michael Robert Matthews [2]
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Michael Robert Matthews
University of New South Wales
  1. Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    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 (...)
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  2.  8
    Mario Bunge: A Centenary Festschrift.Michael Robert Matthews (ed.) - 2019 - Springer.
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  3.  27
    Mario Bunge: A Centenary Festschrift.Mario Augusto Bunge, Michael R. Matthews, Guillermo M. Denegri, Eduardo L. Ortiz, Heinz W. Droste, Alberto Cordero, Pierre Deleporte, María Manzano, Manuel Crescencio Moreno, Dominique Raynaud, Íñigo Ongay de Felipe, Nicholas Rescher, Richard T. W. Arthur, Rögnvaldur D. Ingthorsson, Evandro Agazzi, Ingvar Johansson, Joseph Agassi, Nimrod Bar-Am, Alberto Cupani, Gustavo E. Romero, Andrés Rivadulla, Art Hobson, Olival Freire Junior, Peter Slezak, Ignacio Morgado-Bernal, Marta Crivos, Leonardo Ivarola, Andreas Pickel, Russell Blackford, Michael Kary, A. Z. Obiedat, Carolina I. García Curilaf, Rafael González del Solar, Luis Marone, Javier Lopez de Casenave, Francisco Yannarella, Mauro A. E. Chaparro, José Geiser Villavicencio- Pulido, Martín Orensanz, Jean-Pierre Marquis, Reinhard Kahle, Ibrahim A. Halloun, José María Gil, Omar Ahmad, Byron Kaldis, Marc Silberstein, Carolina I. García Curilaf, Rafael González del Solar, Javier Lopez de Casenave, Íñigo Ongay de Felipe & Villavicencio-Pulid (eds.) - 2019 - Springer Verlag.
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  4.  31
    History, Philosophy, and Science Teaching: The Present Rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
  5.  6
    History, Philosophy and Science Teaching: New Perspectives.Michael R. Matthews (ed.) - 2018 - Springer Verlag.
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  6.  9
    Teaching the Philosophical and Worldview Components of Science.Michael R. Matthews - 2009 - Science & Education 18 (6-7):697-728.
  7.  8
    Science, Worldviews and Education: An Introduction.Michael R. Matthews - 2009 - Science & Education 18 (6-7):641-666.
  8.  21
    Introductory Comments on Philosophy and Constructivism in Science Education.Michael R. Matthews - 1997 - Science & Education 6 (1-2):5-14.
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  9. Constructivism in Science Education a Philosophical Examination.Michael R. Matthews - 1998
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  10.  16
    Models in Science and in Science Education: An Introduction.Michael R. Matthews - 2007 - Science & Education 16 (7-8):647-652.
  11.  13
    Thomas Kuhn's Impact on Science Education: What Lessons Can Be Learned?Michael R. Matthews - 2004 - Science Education 88 (1):90-118.
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  12.  26
    Science, Worldviews and Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1585-1635.
    Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...)
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  13.  8
    Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl.Michael R. Matthews - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (1/2):7-39.
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  14. Old Wine in New Bottles: A Problem with Constructivist Epistemology.Michael R. Matthews - forthcoming - Philosophy of Education.
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  15. The Scientific Background to Modern Philosophy: Selected Readings.Michael R. Matthews (ed.) - 1989 - Hackett Publishing Company.
  16.  69
    A Role for History and Philosophy in Science Teaching.Michael Robert Matthews - 1988 - Educational Philosophy and Theory 20 (2):67–81.
    It is thirty years since the last major reforms of science education. many believe that it is time for reappraisal of these earlier curricula, and for the renewal of science education-its content, aims, methods. also, and importantly, there is a renewed interest in the preparation of science teachers. this essay is a contribution to that task.
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  17.  67
    Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across the (...)
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  18.  1
    Mario Bunge: An Introduction to His Life, Work and Achievements.Michael R. Matthews - 2019 - In Mario Augusto Bunge, Michael R. Matthews, Guillermo M. Denegri, Eduardo L. Ortiz, Heinz W. Droste, Alberto Cordero, Pierre Deleporte, María Manzano, Manuel Crescencio Moreno, Dominique Raynaud, Íñigo Ongay de Felipe, Nicholas Rescher, Richard T. W. Arthur, Rögnvaldur D. Ingthorsson, Evandro Agazzi, Ingvar Johansson, Joseph Agassi, Nimrod Bar-Am, Alberto Cupani, Gustavo E. Romero, Andrés Rivadulla, Art Hobson, Olival Freire Junior, Peter Slezak, Ignacio Morgado-Bernal, Marta Crivos, Leonardo Ivarola, Andreas Pickel, Russell Blackford, Michael Kary, A. Z. Obiedat, Carolina I. García Curilaf, Rafael González del Solar, Luis Marone, Javier Lopez de Casenave, Francisco Yannarella, Mauro A. E. Chaparro, José Geiser Villavicencio- Pulido, Martín Orensanz, Jean-Pierre Marquis, Reinhard Kahle, Ibrahim A. Halloun, José María Gil, Omar Ahmad, Byron Kaldis, Marc Silberstein, Carolina I. García Curilaf, Rafael González del Solar, Javier Lopez de Casenave, Íñigo Ongay de Felipe & Villavicencio-Pulid (eds.), Mario Bunge: A Centenary Festschrift. Springer Verlag. pp. 1-28.
    This chapter outlines something of Mario Bunge’s long life and career as a physicist-philosopher originally living and working in Argentina for 40 years, then in Canada for nearly 60 years. It indicates the extraordinary breadth, depth and quantity of his research publications. It deals briefly with some key components of his work, such as: systemism, causation, theory analysis, axiomatization, ontology, epistemology, physics, psychology and philosophy of mind, social science, probability and Bayesianism, defence of the Enlightenment project, and education. Finally, the (...)
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  19.  16
    Mario Bunge, Systematic Philosophy and Science Education: An Introduction.Michael R. Matthews - 2012 - Science & Education 21 (10):1393-1403.
  20.  3
    Idealisation and Galileo’s Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations.Michael R. Matthews - 2004 - Science & Education 13 (7-8):689-715.
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  21.  1
    Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis.Michael R. Matthews - 2009 - Science & Education 18 (6-7):929-960.
  22.  4
    The Pendulum: Its Place in Science, Culture and Pedagogy.Michael R. Matthews, Colin Gauld & Arthur Stinner - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (4/5):261-277.
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  23.  11
    The Nature of Science and Science Education: A Bibliography.Randy Bell, Fouad Abd-El-Khalick, Norman G. Lederman, William F. McComas & Michael R. Matthews - 2001 - Science & Education 10 (1-2):187-204.
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  24.  24
    Mario Bunge: Physicist and Philosopher.Michael R. Matthews - 2003 - Science & Education 12 (5-6):431-444.
  25. Contributors.Michael R. Matthews - 2004 - Science & Education 13:151-152.
     
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  26.  15
    Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl.Michael R. Matthews - 2004 - Science & Education 13 (1-2):7-39.
  27.  18
    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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  28.  35
    Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1-15.
    This is the first handbook to be published that is devoted to the field of historical and philosophical research in science and mathematics education (HPS&ST). Given that science and mathematics through their long history have always been engaged with philosophy and that for over a century it has been recognised that science and mathematics curriculum development, teaching, assessment and learning give rise to so many historical and philosophical questions, it is unfortunate that such a handbook has been so long coming.
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  29.  27
    History, Philosophy and Science Teaching What Can Be Done in an Undergraduate Course?Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):93-97.
  30. A Bibliography for Philosophy and Constructivism in Science Education.Michael R. Matthews - 1997 - Science & Education 6 (1):197-201.
     
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  31. History, Philosophy, and Science Teaching: A Brief Review.Michael R. Matthews - 1989 - Synthese 80 (1):1 - 7.
    School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration between philosophers, historians, and (...)
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  32.  15
    Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions.Michael R. Matthews - 2001 - Science & Education 10 (1-2):119-135.
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  33. Science Education and Culture the Contribution of History and Philosophy of Science.Fabio Bevilacqua, Enrico Giannetto & Michael R. Matthews - 2001
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  34.  5
    Alan F. Chalmers: The Scientist’s Atom and the Philosopher’s Stone: How Science Succeeded and Philosophy Failed to Gain Knowledge of Atoms.Michael R. Matthews - 2011 - Science & Education 20 (2):173-190.
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  35.  45
    Back to Basics: A Comment on Irzik.Michael R. Matthews - 2001 - Studies in Philosophy and Education 20 (2):177-180.
  36.  8
    Feng Shui: Teaching About Science and Pseudoscience.Michael R. Matthews - 2019 - Springer Verlag.
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  37.  70
    History, Philosophy and Science Teaching: A Bibliography.Michael R. Matthews - 1989 - Synthese 80 (1):185-196.
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  38. History, Philosophy, and Science Teaching Selected Readings.Michael R. Matthews & Ian Winchester - 1991
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  39.  6
    Introduction.Michael R. Matthews - 2011 - Science & Education 20 (7-8):589-589.
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  40.  15
    Introduction.Michael R. Matthews, Colin Gauld & Arthur Stinner - 2004 - Science & Education 13 (7-8):609-611.
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  41.  19
    Introduction.Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):3-5.
  42. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    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 (...)
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  43.  13
    Isabel Rivers & David L. Wykes : Joseph Priestley: Scientist, Philosopher, and Theologian.Michael R. Matthews - 2010 - Science & Education 19 (10):1013-1017.
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  44.  17
    James Franklin: What Science Knows and How It Knows It.Michael R. Matthews - 2010 - Science & Education 19 (10):1019-1027.
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  45.  2
    James T. Robinson's Account of Philosophy of Science and Science Teaching: Some Lessons for Today From the 1960s.Michael R. Matthews - 1997 - Science Education 81 (3):295-315.
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  46.  1
    Mario Bunge and the Enlightenment Project in Science Education.Michael R. Matthews - 2019 - In Mario Augusto Bunge, Michael R. Matthews, Guillermo M. Denegri, Eduardo L. Ortiz, Heinz W. Droste, Alberto Cordero, Pierre Deleporte, María Manzano, Manuel Crescencio Moreno, Dominique Raynaud, Íñigo Ongay de Felipe, Nicholas Rescher, Richard T. W. Arthur, Rögnvaldur D. Ingthorsson, Evandro Agazzi, Ingvar Johansson, Joseph Agassi, Nimrod Bar-Am, Alberto Cupani, Gustavo E. Romero, Andrés Rivadulla, Art Hobson, Olival Freire Junior, Peter Slezak, Ignacio Morgado-Bernal, Marta Crivos, Leonardo Ivarola, Andreas Pickel, Russell Blackford, Michael Kary, A. Z. Obiedat, Carolina I. García Curilaf, Rafael González del Solar, Luis Marone, Javier Lopez de Casenave, Francisco Yannarella, Mauro A. E. Chaparro, José Geiser Villavicencio- Pulido, Martín Orensanz, Jean-Pierre Marquis, Reinhard Kahle, Ibrahim A. Halloun, José María Gil, Omar Ahmad, Byron Kaldis, Marc Silberstein, Carolina I. García Curilaf, Rafael González del Solar, Javier Lopez de Casenave, Íñigo Ongay de Felipe & Villavicencio-Pulid (eds.), Mario Bunge: A Centenary Festschrift. Springer Verlag. pp. 645-682.
    This chapter begins by noting the importance of debates in science education that hinge upon support for or rejection of the Enlightenment project. It then distinguishes the historic eighteenth-century Enlightenment from its articulation and working out in the Enlightenment project; details Mario Bunge’s and others’ summation of the core principles of the Enlightenment; and fleshes out the educational project of the Enlightenment by reference to the works of John Locke, Joseph Priestley, Ernst Mach, Philipp Frank and Herbert Feigl. It indicates (...)
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  47. Reviewers.Michael R. Matthews - 2013 - Science & Education 22 (7):1891-1893.
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  48.  1
    Reviewers Volume 22 Number 6.Michael R. Matthews - 2013 - Science & Education 22 (6):1555-1557.
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  49.  5
    Steven Johnson: The Invention of Air: A Story of Science, Faith, Revolution, and the Birth of America.Michael R. Matthews - 2011 - Science & Education 20 (3-4):373-380.
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  50. The Marxist Theory of Schooling a Study of Epistemology and Education.Michael R. Matthews - 1980
     
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