This paper examines, from the point of view of a philosopher of science, what it is that introductory science textbooks say and do not say about 'scientific method'. Seventy introductory texts in a variety of natural and social sciences provided the material for this study. The inadequacy of these textbook accounts is apparent in three general areas: (a) the simple empiricist view of science that tends to predominate; (b) the demarcation between scientific and non-scientific inquiry and (c) the avoidance of (...) controversy-in part the consequence of the tendency toward textbook standardization. Most importantly, this study provides some evidence of the gulf that separates philosophy of science from science instruction, and examines some important aspects of the demarcation between science and non-science-an important issue for philosophers, scientists, and science educators. (shrink)

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 (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)