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History, Philosophy and Science Teaching: A Personal Story

History, Philosophy and Science Teaching: A Personal Story
Author: Michael R. Matthews
Publisher: Springer Nature
Total Pages: 313
Release: 2021-06-02
Genre: Science
ISBN: 9811605580
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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.

History, Philosophy and Science Teaching

History, Philosophy and Science Teaching
Author: Michael R. Matthews
Publisher: Springer
Total Pages: 0
Release: 2018-08-26
Genre: Science
ISBN: 9783319873558
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This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

Science Teaching

Science Teaching
Author: Michael R. Matthews
Publisher: Routledge
Total Pages: 304
Release: 2015-12-22
Genre: Education
ISBN: 1317796160
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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: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal 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.

Time for Science Education

Time for Science Education
Author: Michael Matthews
Publisher: Springer Science & Business Media
Total Pages: 459
Release: 2012-12-06
Genre: Education
ISBN: 9401139946
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The book's argument depends, as do most proposals in education, upon cer tain positions in the philosophy of education. I believe that education should be primarily concerned with developing understanding, with initiation into worth while traditions of intellectual achievement, and with developing capacities for clear, analytic and critical thought. These have been the long-accepted goals of liberal education. In a liberal education, students should come to know and appre ciate a variety of disciplines, know them at an appropriate depth, see the interconnectedness of the disciplines, or the modes of thought, and finally have some critical disposition toward what is being learned, to be genuinely open minded about intellectual things. These liberal goals are contrasted with goals such as professional training, job preparation, promotion of self-esteem, social engineering, entertainment, or countless other putative purposes of schooling that are enunciated by politicians, administrators, and educators. The book's argument might be consistent with other views of education especially ones about the training of specialists (sometimes called a professional view of education)-but the argument fits best with a liberal view of education. The liberal hope has always been that if education is done well, then other per sonal and social goods will follow. The development of informed, critical, and moral capacities is the cornerstone for personal and social achievements.

International Handbook of Research in History, Philosophy and Science Teaching

International Handbook of Research in History, Philosophy and Science Teaching
Author: Michael R. Matthews
Publisher: Springer
Total Pages: 2487
Release: 2014-07-03
Genre: Education
ISBN: 9400776543
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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 publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

History, Philosophy and Science Teaching

History, Philosophy and Science Teaching
Author: Michael R. Matthews
Publisher: Springer
Total Pages: 340
Release: 2017-08-30
Genre: Science
ISBN: 3319626167
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This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

The Scientific Background to Modern Philosophy

The Scientific Background to Modern Philosophy
Author: Michael R. Matthews
Publisher: Hackett Publishing
Total Pages: 201
Release: 2022-11-21
Genre: Philosophy
ISBN: 1647920876
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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.

Worldviews

Worldviews
Author: Richard DeWitt
Publisher: John Wiley & Sons
Total Pages: 384
Release: 2018-04-16
Genre: Science
ISBN: 1119118999
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PRAISE FOR PREVIOUS EDITIONS "This is a brilliantly clear introduction (and indeed reframing) of the history and philosophy of science in terms of worldviews and their elements…. In addition, the book is incredibly well-informed from both a scientific and philosophical angle. Highly recommended." Scientific and Medical Network "Unlike many other introductions to philosophy of science, DeWitt's book is at once historically informative and philosophically thorough and rigorous. Chapter notes, suggested readings, and references enhance its value." Choice "Written in clear and comprehensible prose and supplemented by effective diagrams and examples, Worldviews is an ideal text for anyone new to the history and philosophy of science. As the reader will come to find out, DeWitt is a gifted writer with the unique ability to break down complex and technical concepts into digestible parts, making Worldviews a welcoming and not overwhelming book for the introductory reader." History and Philosophy of the Life Sciences, vol. 28(2) Now in its third edition, Worldviews: An Introduction to the History and Philosophy of Science strengthens its reputation as the most accessible and teachable introduction to the history and philosophy of science on the market. Geared toward engaging undergraduates and those approaching the history and philosophy of science for the first time, this intellectually-provocative volume takes advantage of its author's extensive teaching experience, parsing complex ideas using straightforward and sensible examples drawn from the physical sciences. Building on the foundations which earned the book its critical acclaim, author Richard DeWitt considers fundamental issues in the philosophy of science through the historical worldviews that influenced them, charting the evolution of Western science through the rise and fall of dominant systems of thought. Chapters have been updated to include discussion of recent findings in quantum theory, general relativity, and evolutionary theory, and two new chapters exclusive to the third edition enrich its engagement with radical developments in contemporary science. At a time in modern history when the nature of truth, fact, and reality seem increasingly controversial, the third edition of Worldviews presents complex concepts with clarity and verve, and prepares inquisitive minds to engage critically with some of the most exciting questions in the philosophy of science.

Integrated History and Philosophy of Science

Integrated History and Philosophy of Science
Author: Friedrich Stadler
Publisher: Springer
Total Pages: 161
Release: 2017-06-07
Genre: Science
ISBN: 3319532588
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This book features papers on the history and philosophy of science. It also includes related reviews of recent research literature on Rudolf Carnap, Eino Kaila, Ernst Mach, and Otto Neurath. The central idea behind this volume is that this distinctive field is both historical and philosophical at the same time. Good history and philosophy of science is not just history of science into which some philosophy of science may enter. On the other hand, it is neither philosophy of science into which some history of science may enter. The founding insight of this modern research discipline is that history and philosophy have a special affinity and one can effectively advance both simultaneously. The selection of contributions collected in this volume are good examples and best practices for these claims. In addition, it includes illuminating case studies. It will appeal to scholars in the history of and philosophy of science, especially history and philosophy of physics and biology, as well as economics, extended evolution, and the history of knowledge.