Science Teaching

The Contribution of History and Philosophy of Science, 20th Anniversary Revised and Expanded Edition
2. Auflage 2014
ISBN: 978-0-415-51934-2
Verlag: Routledge

Buch, Englisch, 478 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 689 g

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.

Autoren/Hrsg.

Matthews, Michael R.

Fachgebiete

• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

BRIEF CONTENTS

Preface (2014)
Preface (1994)

Acknowledgments and Sources (2014)
Acknowledgments (1994)

Chapter One: The Rapprochement between History, Philosophy, and Science Education
Chapter Two: The Enlightenment Tradition in Science Education
Chapter Three: Historical and Current Developments in Science Curricula
Chapter Four: History of Science in the Curriculum and in Classrooms
Chapter Five: Philosophy in Science and in Science Classrooms
Chapter Six: History and Philosophy in the Classroom: Pendulum Motion
Chapter Seven: History and Philosophy in the Classroom: Joseph Priestley and the Discovery of Photosynthesis
Chapter Eight: Constructivism and Science Education
Chapter Nine: A Central Issue in Philosophy of Science and Science Education: Realism and Anti-Realism
Chapter Ten: Science, Worldviews and Education
Chapter Eleven: The Nature of Science and Science Teaching
Chapter Twelve: Philosophy and Teacher Education

Name Index
Subject Index

Über Autor(innen)

Michael R. Matthews is an Honorary Associate Professor in the School of Education at the University of New South Wales, Australia. He is Founding Editor of the international journal Science & Education; Founding President of the International History, Philosophy and Science Teaching Group; and President of the Inter-Divisional Teaching Commission of the International Union of History and Philosophy of Science. He has trained, taught and published in science education and in history and philosophy of science.