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  1. 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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  • 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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  • Mario Bunge, Systematic Philosophy and Science Education: An Introduction.Michael R. Matthews - 2012 - Science & Education 21 (10):1393-1403.
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  • Pupils Produce their Own Narratives Inspired by the History of Science: Animation Movies Concerning the Geocentric–Heliocentric Debate.Panagiotis Piliouras, Spyros Siakas & Fanny Seroglou - 2011 - Science & Education 20 (7-8):761-795.
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  • Does Science Presuppose Naturalism ?Yonatan I. Fishman & Maarten Boudry - 2013 - Science & Education 22 (5):921-949.
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  • I have chosen another way of thinking.Lena Hansson & Britt Lindahl - 2010 - Science & Education 19 (9):895-918.
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  • The Relationships Between Paranormal Belief, Creationism, Intelligent Design and Evolution at Secondary Schools in Vienna.Erich Eder, Katharina Turic, Norbert Milasowszky, Katherine Van Adzin & Andreas Hergovich - 2011 - Science & Education 20 (5-6):517-534.
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  • Views from the Chalkface.Zhi Hong Wan & Siu Ling Wong - 2016 - Science & Education 25 (9-10):1089-1114.
    Although the goal of developing school students’ understanding of nature of science has long been advocated, there is still a lack of research that focuses on probing how science teachers, a kind of major stakeholder in NOS instruction, perceive the values of teaching NOS. Through semi-structured interviews, this study investigated the views of 15 Hong Kong in-service senior secondary science teachers about the values of teaching NOS. These values as perceived by the teachers fall into two types. The first type (...)
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  • Implications of R.S. Peters’ notion of ‘cognitive perspective’ for science education.Yannis Hadzigeorgiou - 2017 - Educational Philosophy and Theory 49 (10):1016-1028.
    This paper discusses R.S. Peters’ notion of ‘cognitive perspective’, which, through careful reading, can be interpreted as a wider perspective resulting from an awareness of the relationships of one’s knowledge and understanding to one’s own life. This interpretation makes cognitive perspective a holistic notion akin to that of worldview, and also points to the possibility for students to experience a change of outlook on the world, as a result of learning science. Given the ongoing debate regarding the notion scientific literacy (...)
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  • The Name of the Rose: A Path to Discuss the Birth of Modern Science.Andreia Guerra & Marco Braga - 2014 - Science & Education 23 (3):643-654.
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  • 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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  • Around the World in 76 Chapters: A Guided Tour of Research in History, Philosophy and Science Teaching.Zuraya Monroy-Nasr - 2015 - Science & Education 24 (7-8):1009-1022.
    Michael R. Matthews International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. ISBN: 978-94-007-7653-1, 2532 pp, $999.00.
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  • Enhancing Teachers’ Awareness About Relations Between Science and Religion.Cibelle Silva & Alexandre Bagdonas - 2015 - Science & Education 24 (9-10):1173-1199.
    Educators advocate that science education can help the development of more responsible worldviews when students learn not only scientific concepts, but also about science, or “nature of science”. Cosmology can help the formation of worldviews because this topic is embedded in socio-cultural and religious issues. Indeed, during the Cold War period, the cosmological controversy between Big Bang and Steady State theory was tied up with political and religious arguments. The present paper discusses a didactic sequence developed for and applied in (...)
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  • History, Philosophy, and Science in a Social Perspective: A Pedagogical Project.Andreia Guerra, Marco Braga & José Claudio Reis - 2013 - Science & Education 22 (6):1485-1503.
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  • Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science.Irene Arriassecq & Alcira Rivarosa - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 2301-2326.
    An analysis of the present situation regarding the incorporation of HPS into science education is carried out, and some ideas are suggested as to how to make progress in this direction. More precisely, some sections evaluate the situation in Argentina with regard to the incorporation of HPS contributions into physics and biology education. Some aspects that are analysed are the underlying epistemological features in education laws and natural science curriculum design at secondary level in Argentina, the incorporation of HPS in (...)
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