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  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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  • History, philosophy, and science teaching: The present rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
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  • The development of the concept of work: A case where history can inform pedagogy.Kevin C. De Berg - 1997 - Science & Education 6 (5):511-527.
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  • Inventing Temperature: Measurement and Scientific Progress.Hasok Chang - 2004 - New York, US: OUP Usa.
    This book presents the concept of “complementary science” which contributes to scientific knowledge through historical and philosophical investigations. It emphasizes the fact that many simple items of knowledge that we take for granted were actually spectacular achievements obtained only after a great deal of innovative thinking, painstaking experiments, bold conjectures, and serious controversies. Each chapter in the book consists of two parts: a narrative part that states the philosophical puzzle and gives a problem-centred narrative on the historical attempts to solve (...)
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  • Explaining Science: A Cognitive Approach. [REVIEW]Jeffrey S. Poland - 1988 - Philosophical Review 100 (4):653-656.
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  • Revisiting the pressure-volume law in history-what can it teach us about the emergence of mathematical relationships in science?Kevin C. de Berg - 1995 - Science & Education 4 (1):47-64.
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  • Mathematics in science: The role of the history of science in communicating the significance of mathematical formalism in science.Kevin C. de Berg - 1992 - Science & Education 1 (1):77-87.
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  • What Is This Thing Called Science?A. F. Chalmers - 1979 - Erkenntnis 14 (3):393-404.
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  • Laws and Theories in Chemistry Do Not Obey the Rules.Maureen Christie - 2000 - In Nalini Bhushan & Stuart M. Rosenfeld (eds.), Of Minds and Molecules: New Philosophical Perspectives on Chemistry. Oxford University Press. pp. 34--50.
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  • The nature of science in science education: An introduction.William F. Mccomas, Hiya Almazroa & Michael P. Clough - 1998 - Science & Education 7 (6):511-532.
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  • Historical case studies: Teaching the nature of science in context.Allan R. Irwin - 2000 - Science Education 84 (1):5-26.
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  • Fahrenheit's Letters to Leibniz and Boerhaave.P. van der Star - 1986 - Tijdschrift Voor Filosofie 48 (2):349-349.
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  • The nature of science and instructional practice: Making the unnatural natural.Fouad Abd-El-Khalick, Randy L. Bell & Norman G. Lederman - 1998 - Science Education 82 (4):417-436.
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  • Assessing the nature of science: What is the nature of our assessments?Norman G. Lederman, Philip D. Wade & Randy L. Bell - 1998 - Science & Education 7 (6):595-615.
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  • Learning the scientific “story”: A case study in the teaching and learning of elementary thermodynamics.Michael Arnold & Robin Millar - 1996 - Science Education 80 (3):249-281.
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