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  1. Integrating Scientific Disciplines.William Bechtel (ed.) - 1986 - University of Chicago Press.
    Interdisciplinary research has been a popular idea with many people in the last 20 years. Academic administrators have admonished their faculty to become more interdisciplinary. Students often request the chance to pursue an interdisciplinary degree. While the issue of managing interdisciplinary projects has received a fair amount of attention by those interested in science management, interdisciplinary research has received little attention from historians, philosophers or sociologists of science or from scientists themselves. Yet, there l;lre a number of cases within the (...)
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  • The aim and structure of physical theory.Pierre Maurice Marie Duhem - 1954 - Princeton,: Princeton University Press.
    This classic work in the philosophy of physical science is an incisive and readable account of the scientific method. Pierre Duhem was one of the great figures in French science, a devoted teacher, and a distinguished scholar of the history and philosophy of science. This book represents his most mature thought on a wide range of topics.
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  • Genetic epistemology.Jean Piaget - 1970 - New York,: Columbia University Press.
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  • Proofs and refutations (IV).I. Lakatos - 1963 - British Journal for the Philosophy of Science 14 (56):296-342.
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  • A role for philosophy of science in the teaching of science.J. C. Forge - 1979 - Journal of Philosophy of Education 13 (1):109–117.
    J C Forge; A Role for Philosophy of Science in the Teaching of Science, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 109–117, http.
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  • The Essential Tension.Thomas S. Kuhn - 1978 - Philosophy of Science 45 (4):649-652.
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  • Review of Thomas S. Kuhn The Essential Tension: Selected Studies in Scientific Tradition and Change. [REVIEW]David Zaret - 1981 - Philosophical Review 90 (1):146.
    Review of T. S. Kuhn's The Essential Tension.
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  • Concepts of science education.Michael Martin - 1972 - Glenview, Ill.,: Scott, Foresman.
    INTRODUCTION What relevance — if any — does philosophy of science have for science education? Unfortunately, this question has been largely unexplored. ...
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  • The philosophical foundations of science education.R. S. Laura - 1981 - Educational Philosophy and Theory 13 (1):1–13.
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  • Toward an integration of content and method in the science curriculum.Noretta Koertge - 1996 - Science & Education 5 (4):391-406.
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  • The History of Science and the Teaching of Science Literacy.Norriss S. Hetherington - 1982 - Journal of Thought 17 (2):53-66.
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  • The advancement of science, and its burdens: the Jefferson lecture and other essays.Gerald James Holton - 1986 - New York: Cambridge University.
    In this book Professor Holton continues his analysis of how modem science works and what its influences are on our world, with particular emphasis on the role of the thematic elements - those often unconscious presuppositions that guide scientific work to success or failure. The foundation of the book is provided by the author's research on the work of Albert Einstein, which is then contrasted with other styles of research in the advancement of science. The author deals directly with the (...)
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  • Social Pressures and Curriculum Innovation: A Study of the Nuffield Foundation Science Teaching Project.Mary Waring - 1980 - British Journal of Educational Studies 28 (2):158-159.
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  • The scientific imagination: case studies.Gerald Holton - 1978 - New York: Cambridge University Press.
    Using firsthand accounts gleaned from notebooks, interviews, and correspondence of such twentieth-century scientists as Einstein, Fermi, and Millikan, Holton shows how the idea of the scientific imagination has practical implications for the history and philosophy of science and the larger understanding of the place of science in our culture.
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  • (1 other version)Proofs and refutations (I).Imre Lakatos - 1963 - British Journal for the Philosophy of Science 14 (53):1-25.
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  • A theory of education.Joseph Donald Novak - 1977 - Ithaca, N.Y.: Cornell University Press.
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  • The nature of science and science teaching.James Temple Robinson - 1968 - Belmont, Calif.,: Wadsworth Pub. Co..
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  • Active Philosophy in Education and Science: Paradigms and Language-Games.David Stenhouse - 1985 - Allen & Unwin.
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  • Albert Einstein.Gustav Bergmann & Paul Arthur Schilpp - 1951 - Philosophical Review 60 (2):268.
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  • Science and Education.T. H. Huxley - 1894 - International Journal of Ethics 5 (1):123-126.
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  • On the Parallel Between Piagetian Cognitive Development and the History of Science.Harvey Siegel - 1982 - Philosophy of the Social Sciences 12 (4):375-386.
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  • Connections between philosophy of science and science education.Michael Martin - 1979 - Studies in Philosophy and Education 9 (4):329-332.
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  • (2 other versions)Albert Einstein: Philosopher-Scientist.Stephen Toulmin - 1951 - Philosophical Quarterly 1 (3):281.
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  • On the nuffield philosophy of science.Paul Stevens - 1978 - Journal of Philosophy of Education 12 (1):99–111.
    Paul Stevens; On the Nuffield Philosophy of Science, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 99–111, https://doi.org/10.1111/.
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  • History in the chemistry curriculum: pros and cons.George B. Kauffman - 1979 - Annals of Science 36 (4):395-402.
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