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)

In this book Bruno Latour brings together these different approaches to provide a lively and challenging analysis of science, demonstrating how social context..

FIRST DAY INTERLOCUTORS: SALVIATI, SA- GREDO AND SIMPLICIO ALV. The constant activity which you Venetians display in your famous arsenal suggests to the ...

Arthur I. Miller is a historian of science whose approach has been strongly influenced by current work in cognitive science, and in this book he shows how the two fields might be fruitfully linked to yield new insights into the creative process.

Published in 1938: The new volume presents a full and profusely illustrated account of progress made during the eighteenth century in Mathematics, Mechanics, Astronomy, Physics, Meteorology, Geography, Chemistry, Biology, Medicine, Psychology, Demography, Economics, Philosophy, and Technology.

This chapter reviews the attempts to include the history and philosophy of science (HPS) in the teaching of light and vision and the lessons learned from these attempts. This kind of curricular innovation requires special effort and draws on extensive research in learning theory and cognitive psychology and culturology, all applied to a science curriculum on light.

History of mechanics can contribute to the teaching of mechanics in two major ways. It can help students to learn about the nature of science and it can provide illustrations, stories and experiments which assist the teacher in overcoming some of the misconceptions students appear to share with scientists of the past. In this chapter a brief overview of the history of mechanics is presented in which emphasis is placed on the different types of motion which have been of interest (...) during this history. This is followed by a discussion of issues which arise from this history and are relevant to teaching. Some of the ways history of mechanics can be used to address problems which students have with mechanics are then presented followed by a brief consideration of the science education literature relating to the teaching of mechanics. To conclude recommendations are made about future directions for research and development in this area. (shrink)