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  1. 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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  • (1 other version)Testability and epistemic shifts in modern cosmology.Helge Kragh - 2014 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 46 (1):48-56.
    During the last decade new developments in theoretical and speculative cosmology have reopened the old discussion of cosmology's scientific status and the more general question of the demarcation between science and non-science. The multiverse hypothesis, in particular, is central to this discussion and controversial because it seems to disagree with methodological and epistemic standards traditionally accepted in the physical sciences. But what are these standards and how sacrosanct are they? Does anthropic multiverse cosmology rest on evaluation criteria that conflict with (...)
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  • The Science of the Universe: Cosmology and Science Education.Helge Kragh - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 643-665.
    Cosmology differs in some respects significantly from other sciences, primarily because of its intimate association with issues of a conceptual and philosophical nature. Because cosmology in the broader sense relates to the students’ world views, it provides a means for bridging the gap between the teaching of science and the teaching of humanistic subjects. Students should of course learn to distinguish between what is right and wrong about the science of the universe. No less importantly, they should learn to recognize (...)
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