In 1675, Burchard de Volder became the first university physics professor to introduce the demonstration of experiments into his lectures and to create a special university classroom, The Leiden Physics Theatre, for this specific purpose. This is surprising for two reasons: first, early pre-Newtonian experiment is commonly associated with Italy and England, and second, de Volder is committed to Cartesian philosophy, including the view that knowledge gathered through the senses is subject to doubt, while that deducted from first principles is (...) certain. On the surface, it is curious that such a man would bring experiments to university physics. After all, in demonstrating experiments to his students, he was teaching them through their senses, not reason. However, if we consider the institutional context of de Volder’s teaching, we come to see de Volder’s Cartesian experimentalism as representative of a certain form of pre-Newtonian Dutch Cartesian science, as well as part of a larger tradition of teaching through observation at the University of Leiden. Considering de Volder’s institutional context will help us see that de Volder’s experimentalism was not in spite of his Cartesianism, but motivated by it. This paper will describe de Volder’s physics curriculum, the Theatre in which it was taught and how his work predates similar efforts in other European Universities. The second part will consider three aspects of the culture at the University of Leiden: a tradition of teaching through observation, a particular reception of Cartesianism, and an eclectic approach to the New Philosophy. The concluding portion shows how de Volder would have understood his enterprise in Cartesian terms. (shrink)

This chapter deals with the use of historically based stories in science teaching. Stories can be viewed as pedagogical tools to help improve the learning experience of students and the learning of the content itself. The focus of this chapter is the structure and content of science stories and the effectiveness of properly constructed stories to enhance learning. Studies on the use of stories are identified and categorized, and the related empirical studies utilizing science stories are reviewed in greater depth. (...) The chapter explains the concepts of narrative, story, and science story and addresses the need for their standardization. The model of the story as the reenactment of a type of learning process and the role of the story in generating a romantic understanding of science are expounded as pedagogical reasons supporting the story approach. History of science that is suitably adapted serves as the raw material for the construction of such science stories. The story-driven contextual approach as a framework for using stories in science teaching is presented as the undergirding for the classroom use of science stories. Topics for future studies are addressed in the conclusion. (shrink)