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  1. (1 other version)A comparison of elementary, secondary and student teachers' perceptions and practices related to history of science instruction.Hsingchi A. Wang & Anne M. Cox-Petersen - 2002 - Science & Education 11 (1):69-81.
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  • Ernst Mach and George Sarton’s Successors: The Implicit Role Model of Teaching Science in USA and Elsewhere, Part II.Hayo Siemsen - 2013 - Science & Education 22 (5):951-1000.
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  • Relocating the Conflict Between Science and Religion at the Foundations of the History of Science.James C. Ungureanu - 2018 - Zygon 53 (4):1106-1130.
    Historians of science and religion usually trace the origins of the “conflict thesis,” the notion that science and religion have been in perennial “conflict” or “warfare,” to the late nineteenth century, particularly to the narratives of New York chemist John William Draper and historian Andrew Dickson White. In this essay, I argue against that convention. Their narratives should not be read as stories to debunk, but rather as primary sources reflecting themes and changes in religious thought during the late nineteenth (...)
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  • Ernst Mach, George Sarton and the Empiry of Teaching Science Part I.Hayo Siemsen - 2012 - Science & Education 21 (4):447-484.
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