History, Philosophy and Science Teaching: New Perspectives: Science: Philosophy, History and Education
Editat de Michael R. Matthewsen Limba Engleză Hardback – 17 oct 2017
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
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Specificații
ISBN-13: 9783319626147
ISBN-10: 3319626140
Pagini: 326
Ilustrații: XXV, 326 p. 17 illus., 6 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.67 kg
Ediția:1st ed. 2018
Editura: Springer International Publishing
Colecția Springer
Seria Science: Philosophy, History and Education
Locul publicării:Cham, Switzerland
ISBN-10: 3319626140
Pagini: 326
Ilustrații: XXV, 326 p. 17 illus., 6 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.67 kg
Ediția:1st ed. 2018
Editura: Springer International Publishing
Colecția Springer
Seria Science: Philosophy, History and Education
Locul publicării:Cham, Switzerland
Cuprins
New Perspectives in History, Philosophy, and Science Teaching Research: An Introduction, Michael R. Matthews.- I SCIENCE, CULTURE AND EDUCATION.- 1 Feng Shui: Some Educational Responsibilities and Opportunities, Michael R. Matthews.- 2 The Enlightenment: Truths Behind a Misleading Abstraction, Robert Nola.- 3 The Enlightenment Tradition and Science Education in Turkey, Deniz Peker & Özgür Taskin.- 4 Cultural Studies of Science Education: A Philosophical Appraisal, Christine McCarthy.- II TEACHING AND LEARNING SCIENCE.- 5 Epistemic Practices and Science Education, Gregory J. Kelly & Peter R. Licona.- 6 Strategies for Learning Nature of Science Knowledge: A Perspective from Educational Psychology, Erin E. Peters-Burton.- 7 About the Psychological and Logical Moment in Natural Science Teaching (1890), [Hayo Siemsen translation], Ernst Mach.- III CURRICULUM DEVELOPMENT AND JUSTIFICATION.- 8 Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science, Igal Galili 9 Integrating Science Education Research, Science and History and Philosophy of Science in Developing an Energy Curriculum, Yaron Lehavi & Bat-Sheva Eylon.- 10 Teaching Evolution: Criticism of Common Justifications and the Proposal of a More Warranted One, Mike U. Smith.- IV INDOCTRINATION AND SCIENCE EDUCATION.- 11 Science Education, Indoctrination, and the Hidden Curriculum, Lena Hansson.- 12 Warranted Indoctrination in Science Education, Paul A. Wagner.- Name Index.- Subject Index.- Contributors.
Textul de pe ultima copertă
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 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
Caracteristici
Presents a sustained philosophically-informed examination of science, culture, and education Shows detailed accounts of the application of history and philosophy of science in the construction and justification of science curricula Brings philosophy of education to bear upon the vexed issue of indoctrination in science education Provides a concise overview of the field and its key research traditions
Notă biografică
Michael R. Matthews is Honorary Associate Professor in the School of Education at the University of New South Wales. He has degrees in Geology, Psychology, Philosophy, History and Philosophy of Science, and Philosophy of Education. He has taught in high school, teachers’ college and universities; was Foundation Professor of Science Education at the University of Auckland; was Foundation President of the International History, Philosophy and Science Teaching Group; is a Fellow of the Royal Society (New South Wales).