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History, Philosophy and Science Teaching: A Personal Story
This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education.
Science Teaching
Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters—The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research—and 1,300 references, provides a solid foundation for teaching and learning in the field.
The Past, Present, and Future of Integrated History and Philosophy of Science
Integrated History and Philosophy of Science (iHPS) is commonly understood as the study of science from a combined historical and philosophical perspective. Yet, since its gradual formation as a research field, the question of how to suitably integrate both perspectives remains open. This volume presents cutting edge research from junior iHPS scholars, and in doing so provides a snapshot of current developments within the field, explores the connection between iHPS and other academic disciplines, and demonstrates some of the topics that are attracting the attention of scholars who will help define the future of iHPS.
Congressional Record
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The Scientific Background to Modern Philosophy
Through a collection of works from key thinkers in natural philosophy, the second edition of The Scientific Background to Modern Philosophy illuminates the central role scientific writing played in developing modern philosophical thought. This revised and expanded edition includes many new translations and incorporates works by foundational eighteenth- and nineteenth-century thinkers not in the first edition, including selections from works by Jean-Baptiste, le Rond d'Alembert, Denis Diderot, Émilie Du Châtelet, Jean-Jacques Rousseau, Joseph Priestley, Immanuel Kant, Carl Linnaeus, William Paley, and Charles Robert Darwin. These new additions provide students with a more comprehensive understanding of the scientific context in which the major philosophical works of the modern era were written and complement the selections from works by Nicolaus Copernicus, Francis Bacon, Galileo Galilei, René Descartes, Robert Boyle, Christiaan Huygens, and Isaac Newton that are retained from the first edition.
Science Teaching
The author argues that science teaching can be improved if the science curriculum includes the historical and philosophical dimensions of topics. He outlines the history of contextual approaches and explores curriculum developments that address questions about the nature of science.
International Handbook of Research in History, Philosophy and Science Teaching
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The...
