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Michael R. Matthews [54]Michael Robert Matthews [2]
  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.  36
    Mario Bunge: A Centenary Festschrift.Michael Robert Matthews (ed.) - 2019 - Springer.
    This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...)
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  3.  44
    Feng Shui: Teaching About Science and Pseudoscience.Michael R. Matthews - 2019 - Springer Verlag.
    This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews. The arguments presented for feng shui being (...)
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  4. 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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  5.  19
    Constructivism in Science Education: A Philosophical Examination.Michael R. Matthews - 1998 - Springer Verlag.
    Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...)
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  6.  73
    History, philosophy, and science teaching: The present rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
  7. 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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  8.  32
    (2 other versions)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.  36
    Teaching the Philosophical and Worldview Components of Science.Michael R. Matthews - 2009 - Science & Education 18 (6-7):697-728.
  10.  30
    Science, Worldviews and Education: An Introduction.Michael R. Matthews - 2009 - Science & Education 18 (6-7):641-666.
  11.  46
    Models in science and in science education: an introduction.Michael R. Matthews - 2007 - Science & Education 16 (7-8):647-652.
  12.  22
    History, Philosophy and Science Teaching: New Perspectives.Michael R. Matthews (ed.) - 2017 - Springer Verlag.
    This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more (...)
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  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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  14.  88
    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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  15.  9
    History, Philosophy, and Science Teaching: Selected Readings.Michael R. Matthews - 1991
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  16.  13
    The scientific background to modern philosophy: selected readings.Michael R. Matthews (ed.) - 2022 - Indianapolis: Hackett Publishing Company.
    The first edition of The Scientific Background to Modern Philosophy took the dialogue of science and philosophy from Aristotle through to Newton. This second edition adds eight chapters, taking the dialogue through the Enlightenment and up to Darwin. This anthology is an attempt to help bridge the gap between the history of science and the history of philosophy.
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  17.  22
    Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis.Michael R. Matthews - 2009 - Science & Education 18 (6-7):929-960.
  18. Old wine in new bottles: A problem with constructivist epistemology.Michael R. Matthews - forthcoming - Philosophy of Education.
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  19.  9
    The Marxist Theory of Schooling: A Study of Epistemology and Education.Michael R. Matthews - 1980
  20.  12
    Science Education and Culture: The Contribution of History and Philosophy of Science.Fabio Bevilacqua, Enrico Giannetto & Michael R. Matthews - 2001 - Springer.
    This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the (...)
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  21.  27
    Reappraising positivism and education: The arguments of Philipp Frank and Herbert Feigl.Michael R. Matthews - 2004 - Science & Education 13 (1-2):7-39.
  22.  43
    Mario Bunge: An Introduction to His Life, Work and Achievements.Michael R. Matthews - 2019 - In Michael Robert Matthews (ed.), Mario Bunge: A Centenary Festschrift. Springer. 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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  23.  31
    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):187-204.
    Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen (...)
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  24.  31
    Mario Bunge, Systematic Philosophy and Science Education: An Introduction.Michael R. Matthews - 2012 - Science & Education 21 (10):1393-1403.
  25.  36
    Mario Bunge: physicist and philosopher.Michael R. Matthews - 2003 - Science & Education 12 (5-6):431-444.
  26.  98
    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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  27. A Bibliography for philosophy and constructivism in science education.Michael R. Matthews - 1997 - Science & Education 6 (1):197-201.
     
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  28. Contributors.Michael R. Matthews - 2004 - Science & Education 13:151-152.
     
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  29. 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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  30.  50
    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.
    This paper describes an attempt to introduce philosophy and history of science to pre-service science teachers. I argue briefly for the view that science in the schools cannot be taught without implicitly assuming a particular philosophy of science. Therefore, both philosophy and history of science are necessary components of undergraduate science education courses.
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  31.  30
    The Philosophy of Education Society of Australasia (PESA) and My Intellectual Growing‐Up.Michael R. Matthews - 2009 - Educational Philosophy and Theory 41 (7):777-780.
  32.  50
    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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  33.  44
    Feng Shui: Educational Responsibilities and Opportunities.Michael R. Matthews - 2017 - In History, Philosophy and Science Teaching: New Perspectives. Springer Verlag. pp. 3-41.
    Feng shui is a system of beliefs and practices originating some three to four thousand years ago that is concerned with identifying, charting, and utilizing the supposed all-encompassing flow of chi or qi, the putative universal life force, so that people’s lives and their habitat can be brought into harmony with it, made more natural, and so improved. It is a worldview and is a significant feature of Chinese and south-east Asian cultures. But it has long migrated from Asia and (...)
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  34. Mario Bunge and the Enlightenment Project in Science Education.Michael R. Matthews - 2019 - In Michael Robert Matthews (ed.), Mario Bunge: A Centenary Festschrift. Springer. 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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  35.  27
    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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  36. (1 other version)The Marxist Theory of Schooling.Michael R. Matthews - 1982 - Studies in Soviet Thought 24 (4):288-294.
     
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  37. 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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  38.  4
    Teaching Science.Michael R. Matthews - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 342–353.
    This chapter contains sections titled: Contemporary Curriculum Reform The Liberal Tradition HPS and Science Pedagogy Contemporary Philosophical Concerns Constructivism and Philosophy Conclusion.
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  39.  25
    A tribute to Kevin Harris, philosopher of education.Michael A. Peters, Michael R. Matthews, Eileen Baldry, Patricia White, Dave Hill, David Aspin, Bruce Haynes, John White, Colin Lankshear & Hugh Lauder - 2024 - Educational Philosophy and Theory 56 (7):626-636.
  40.  25
    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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  41.  65
    Back to Basics: A Comment on Irzik.Michael R. Matthews - 2001 - Studies in Philosophy and Education 20 (2):177-180.
  42.  8
    Data, Phenomena, and Theory: How Clarifying the Concepts Can Illuminate the Nature of Science.Michael R. Matthews - 2003 - Philosophy of Education 59:283-292.
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  43.  89
    History, philosophy and science teaching: A bibliography.Michael R. Matthews - 1989 - Synthese 80 (1):185-196.
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  44.  15
    Introduction.Michael R. Matthews - 2011 - Science & Education 20 (7-8):589-589.
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  45.  33
    Introduction.Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):3-5.
  46.  29
    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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  47.  26
    James Franklin: What Science Knows and How it Knows it.Michael R. Matthews - 2010 - Science & Education 19 (10):1019-1027.
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  48.  7
    Rescuing Two Positivist “Babies” from the Educational Bathwater.Michael R. Matthews - 2004 - Philosophy of Education 60:223-232.
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  49.  5
    Reviewers Volume 22 Number 6.Michael R. Matthews - 2013 - Science & Education 22 (6):1555-1557.
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  50.  14
    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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