Repository | Book
International handbook of research in history, philosophy and science teaching
Abstract
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. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook's broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. 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.
Details | Table of Contents
the history, purpose and content of the Springer international handbook of research in history, philosophy and science teaching
pp.1-15
https://doi.org/10.1007/978-94-007-7654-8_1a case study in how history and philosophy can contribute to science education
pp.19-56
https://doi.org/10.1007/978-94-007-7654-8_2a historico-philosophical perspective
pp.97-128
https://doi.org/10.1007/978-94-007-7654-8_4the relations between macroscopic level observations and microscopic level theories
pp.129-156
https://doi.org/10.1007/978-94-007-7654-8_5pp.157-181
https://doi.org/10.1007/978-94-007-7654-8_6quantum physics in introductory physics courses
pp.183-209
https://doi.org/10.1007/978-94-007-7654-8_7pp.211-243
https://doi.org/10.1007/978-94-007-7654-8_8the contribution of the history and philosophy of science
pp.245-283
https://doi.org/10.1007/978-94-007-7654-8_9recent trends and future directions
pp.287-315
https://doi.org/10.1007/978-94-007-7654-8_10pp.317-341
https://doi.org/10.1007/978-94-007-7654-8_11pp.343-374
https://doi.org/10.1007/978-94-007-7654-8_12students' conceptions and explanations
pp.377-399
https://doi.org/10.1007/978-94-007-7654-8_13pp.401-421
https://doi.org/10.1007/978-94-007-7654-8_14contributions of hps-informed research and pedagogy
pp.423-467
https://doi.org/10.1007/978-94-007-7654-8_15pp.469-520
https://doi.org/10.1007/978-94-007-7654-8_16historical and philosophical considerations
pp.523-550
https://doi.org/10.1007/978-94-007-7654-8_17the role of history and philosophy of science
pp.553-599
https://doi.org/10.1007/978-94-007-7654-8_18pp.603-640
https://doi.org/10.1007/978-94-007-7654-8_19cosmology and science education
pp.643-665
https://doi.org/10.1007/978-94-007-7654-8_20pp.669-703
https://doi.org/10.1007/978-94-007-7654-8_21pp.705-730
https://doi.org/10.1007/978-94-007-7654-8_22pp.731-753
https://doi.org/10.1007/978-94-007-7654-8_23pp.755-791
https://doi.org/10.1007/978-94-007-7654-8_24pp.793-836
https://doi.org/10.1007/978-94-007-7654-8_25pp.837-871
https://doi.org/10.1007/978-94-007-7654-8_26pp.873-908
https://doi.org/10.1007/978-94-007-7654-8_27origin, development, implications and shifting emphases
pp.911-970
https://doi.org/10.1007/978-94-007-7654-8_28pp.971-997
https://doi.org/10.1007/978-94-007-7654-8_29pp.999-1021
https://doi.org/10.1007/978-94-007-7654-8_30pp.1023-1055
https://doi.org/10.1007/978-94-007-7654-8_31an appraisal
pp.1057-1086
https://doi.org/10.1007/978-94-007-7654-8_32values in science and in science classrooms
pp.1087-1117
https://doi.org/10.1007/978-94-007-7654-8_33pp.1119-1141
https://doi.org/10.1007/978-94-007-7654-8_34from aspects of research practices to suggestions for education
pp.1143-1169
https://doi.org/10.1007/978-94-007-7654-8_35focusing scientific practice on sense-making
pp.1171-1202
https://doi.org/10.1007/978-94-007-7654-8_36philosophical perspectives and educational implications
pp.1203-1233
https://doi.org/10.1007/978-94-007-7654-8_37Publication details
Publisher: Springer
Place: Dordrecht
Year: 2014
Pages: 1316
DOI: 10.1007/978-94-007-7654-8
ISBN (hardback): 978-94-007-7653-1
ISBN (digital): 978-94-007-7654-8
Full citation:
Matthews Michael R. (2014) International handbook of research in history, philosophy and science teaching. Dordrecht, Springer.