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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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  • What Evolution Is.Ernst Mayr - 2001 - Phoenix.
    Provides a thorough overview of historical and contemporary theories of evolution, discusses key concepts and terms, and argues that our understanding of evolution has changed the beliefs and values of modern humankind. Reprint. 30,000 first printing.
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  • (1 other version)How Experiments End.P. Galison - 1990 - Synthese 82 (1):157-162.
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  • Seeking historical examples to illustrate key aspects of the nature of science.William F. McComas - 2008 - Science & Education 17 (2-3):249-263.
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  • Insights of genius: imagery and creativity in science and art.Arthur I. Miller - 1996 - Cambridge: MIT Press.
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  • The renewal of case studies in science education.Arthur Stinner, Barbara A. McMillan, Don Metz, Jana M. Jilek & Stephen Klassen - 2003 - Science & Education 12 (7):617-643.
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  • Science, Worldviews and Education: An Introduction.Michael R. Matthews - 2009 - Science & Education 18 (6-7):641-666.
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  • How and what can we learn from replicating historical experiments? A case study.Dietmar Ho-Ttecke - 2000 - Science & Education 9 (4):343-362.
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  • Physics and Naturphilosophie: A Reconnaissance.Kenneth L. Caneva - 1997 - History of Science 35 (1):35-106.
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  • Pseudohistory and pseudoscience.Douglas Allchin - 2004 - Science & Education 13 (3):179-195.
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  • What Were Ampere's Earliest Discoveries in Electrodynamics?L. Williams - 1983 - Isis 74 (4):492-508.
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  • Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project.Dietmar Höttecke, Andreas Henke & Falk Riess - 2012 - Science & Education 21 (9):1233-1261.
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  • The Role of Historical-Philosophical Controversies in Teaching Sciences: The Debate Between Biot and Ampère.Marco Braga, Andreia Guerra & José Claudio Reis - 2012 - Science & Education 21 (6):921-934.
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  • History, science and culture: curricular experiences in Brazil.José Claudio Reis, Andreia Guerra, Marco Braga & Jairo Freitas - 2001 - Science & Education 10 (4):369-378.
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  • From Nollet to Volta: Lavoisier and electricity.Marco Beretta - 2000 - Revue d'Histoire des Sciences 54 (1):29-52.
    Throughout his scientific career, Lavoisier paid particular attention to the study of electricity. In the early 1760s, the French chemist was deeply influenced by Abbé Nollet's lectures as part of one of his private courses in experimental physics. Subsequently, Lavoisier always tried to apply to chemistry experiments the precision standards of physics instruments, including electrical ones. He often collaborated with Jacques-Mathurin Brisson, became friends with Benjamin Franklin, did electrical experiments with Alessandro Volta, was favorably impressed by the work of Charles-Augustin (...)
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  • Science and the Early Christian Church.David Lindberg - 1983 - Isis 74 (4):509-530.
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  • Ampère, the Etherians, and the Oersted Connexion.Kenneth L. Caneva - 1980 - British Journal for the History of Science 13 (2):121-138.
    In 1826 André-Marie Ampère published the ‘Mathematical theory of electrodynamic phenomena, uniquely derived from experiment’, in which he showed how the mathematical law for the force between current elements could be derived from four ingenious equilibrium experiments. He made a great show of following a Newtonian inductivist methodology, and his law, like Newton's for gravitation, was presented as a purely descriptive mathematical expression for a certain class of phenomena, one for which its author did not provide any causal or ontological (...)
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