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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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  • Establishing the norms of scientific argumentation in classrooms.Rosalind Driver, Paul Newton & Jonathan Osborne - 2000 - Science Education 84 (3):287-312.
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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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  • The effect of a history-based course in optics on students' views about science.Igal Galili & Amnon Hazan - 2001 - Science & Education 10 (1-2):7-32.
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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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  • Historical case studies: Teaching the nature of science in context.Allan R. Irwin - 2000 - Science Education 84 (1):5-26.
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  • The Construction and Analysis of a Science Story: A Proposed Methodology.Stephen Klassen - 2009 - Science & Education 18 (3-4):401-423.
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  • Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy.Martin Monk & Jonathan Osborne - 1997 - Science Education 81 (4):405-424.
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  • School science culture: A case study of barriers to developing professional knowledge.Hugh Munby, Malcolm Cunningham & Cinde Lock - 2000 - Science Education 84 (2):193-211.
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  • The Nature of Science in Science Education: Rationales and Strategies.William F. Mccomas - 1998 - Springer.
    This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain. This book is relevant to science methods instructors, science education graduate students and science teachers.
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  • (1 other version)Getting shocks: Teaching secondary school physics through history.Peter Heering - 2000 - Science & Education 9 (4):363-373.
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  • History of Science and Conceptual Change: The Formation of Shadows by Extended Light Sources.Christos Dedes & Konstantinos Ravanis - 2009 - Science & Education 18 (9):1135-1151.
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  • (1 other version)A comparison of elementary, secondary and student teachers' perceptions and practices related to history of science instruction.Hsingchi A. Wang & Anne M. Cox-Petersen - 2002 - Science & Education 11 (1):69-81.
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  • Beginning teachers' knowledge of and attitudes toward history and philosophy of science.Bruce B. King - 1991 - Science Education 75 (1):135-141.
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  • History of science and instructional design: The case of electromagnetism.Fanny Seroglou, Panagiotis Koumaras & Vassilis Tselfes - 1998 - Science & Education 7 (3):261-280.
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  • Historical aspects in physics teaching: Using Galileo's work in a new Swiss project.Fritz Kubli - 1999 - Science & Education 8 (2):137-150.
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  • History of science in science education: Development and validation of a checklist for analysing the historical content of science textbooks.Laurinda Leite - 2002 - Science & Education 11 (4):333-359.
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  • Science instruction with a humanistic twist: teachers' perception and practice in using the history of science in their classrooms.Hsingchi A. Wang & David D. Marsh - 2002 - Science & Education 11 (2):169-189.
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  • Science education for democratic citizenship through the use of the history of science.Stein Dankert Kolstø - 2008 - Science & Education 17 (8-9):977-997.
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  • Rekindling phlogiston: From classroom case study to interdisciplinary relationships.Douglas Allchin - 1997 - Science & Education 6 (5):473-509.
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  • Are we prepared?: An assessment of preservice science teacher educators' beliefs about nature of science.Serhat Irez - 2006 - Science Education 90 (6):1113-1143.
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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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  • Alternative conceptions and history of science in physics teacher education.Manuel Sequeira & Laurinda Leite - 1991 - Science Education 75 (1):45-56.
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  • Teaching students “ideas‐about‐science”: Five dimensions of effective practice.Hannah Bartholomew, Jonathan Osborne & Mary Ratcliffe - 2004 - Science Education 88 (5):655-682.
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  • ""Struggling to promote deeply rooted change: The" filtering effect" of teachers' beliefs on understanding transformational views of teaching science.Randy Yerrick, Helen Parke & Jeff Nugent - 1997 - Science Education 81 (2):137-159.
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  • Against a negative image of science: history of science and the teaching of physics and chemistry.J. Solbes & M. Traver - 2003 - Science & Education 12 (7):703-717.
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  • Teaching about the nature of science in the British National Curriculum.Joan Solomon - 1991 - Science Education 75 (1):95-103.
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  • Lines of force: Faraday's and students' views.M. Cecilia Pocovi & Fred Finley - 2002 - Science & Education 11 (5):459-474.
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