International Handbook of Research in History, Philosophy and Science Teaching

ISBN-13: 9789402407167 / Angielski / Miękka / 2017 / 2532 str.

Michael R. Matthews

Opis

This handbook provides a 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 in general.

Recenzje

“The Handbook edited by Michael R. Matthews is quite welcome in the domain of science education (SE). … The Handbook invites us to continue and sustain a dialogue among educators, SE researchers, historians and philosophers of science, and students at many levels. … the International Handbook of Research in History, Philosophy and Science Teaching provides substantial information and solid arguments that are the sole weapons to fight our battles.” (Zuraya Monroy-Nasr, Science and Education, Vol. 24, 2015)

Spis treści

INTRODUCTION, MICHAEL R. MATTHEWS.- Part I: PEDAGOGICAL STUDIES.- Physics.- MICHAEL R. MATTHEWS, Pendulum Motion: A Case Study in How History and Philosophy can Contribute to Science Education.- COLIN F. GAULD, Using History to Teach Mechanics.- IGAL GALILI , Teaching Optics: A Historico-Philosophical Perspective.- JENARO GUISASOLA, Teaching and Learning Electricity: The Relations between Macroscopic Level Observations and Microscopic Level Theories.- OLIVIA LEVRINI, The Role of History and Philosophy in Research on Teaching and Learning of Relativity.- ILEANA M. GRECA & OLIVAL FREIRE Jr, Meeting the Challenge: Quantum Physics in Introductory Physics Courses.- MANUEL BÄCHTOLD & MURIEL GUEDJ, Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education.- UGO BESSON, Teaching about Thermal Phenomena and Thermodynamics: The Contribution of History and Philosophy of Science.- Chemistry.- SIBEL ERDURAN & EBRU MUGALOGLU, Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions.- KEVIN C. DE BERG, The Place of the History of Chemistry in the Teaching and Learning of Chemistry.- JOSÉ ANTONIO CHAMIZO & ANDONI GARRITZ, Historical Teaching of Atomic and Molecular Structure.- Biology.- KOSTAS KAMPOURAKIS & ROSS NEHM, History and Philosophy of Science and the Teaching of Evolution: Students' Conceptions and Explanations.- ROSS NEHM & KOSTAS KAMPOURAKIS, History and Philosophy of Science and the Teaching of Macroevolution.- NIKLAS M. GERICKE & MIKE U. SMITH, 21st Century Genetics and Genomics: Contributions of HPS -Informed Research and Pedagogy.- CHARBEL N. EL-HANI, ANA MARIA R. DE ALMEIDA, GILBERTO C. BOMFIM, LEYLA M. JOAQUIM, JOÃO CARLOS M. MAGALHÃES, LIA M. N. MEYER, MAIANA A. PITOMBO & VANESSA C. DOS SANTOS, The Contribution of History and Philosophy to the Problem of Hybrid Views about Genes in Genetics Teaching.- Ecology.- AGELIKI LEFKADITI, KOSTAS KORFIATIS, & TASOS HOVARDAS, Contextualizing the Teaching and Learning of Ecology: Historical and Philosophical Considerations.- Earth Sciences.- GLENN DOLPHIN & JEFF DODICK, Teaching Controversies in Earth Science: The Role of History and Philosophy of Science.- Astronomy.- HORACIO TIGNANELLI & YANN BENÉTREAU-DUPIN, Perspectives of History and Philosophy on Teaching Astronomy .- Cosmology.- HELGE KRAGH, The Science of the Universe: Cosmology and Science Education.- Mathematics.- MICHAEL N. FRIED, History of Mathematics in Mathematics Education.- STUART ROWLANDS, Philosophy and the Secondary School Mathematics Classroom.- EDUARD GLAS, A Role for Quasi-Empiricism in Mathematics Education.- KATHLEEN MICHELLE CLARK, History of Mathematics in Teacher Education.- JUDITH V. GRABINER, The Role of Mathematics in Liberal Arts Education.- TINNE HOFF KJELDSEN & JESSICA CARTER, The Role of History and Philosophy in University Mathematics Education.- UFFE THOMAS JANKVIST, Use of Primary Sources in the Teaching and Learning of Mathematics.- Part II: THEORETICAL STUDIES.- (a) Features of Science and Education.- DEREK HODSON, Nature of Science in the Science Curriculum: Origin, Development and Shifting Emphases.- NORMAN G. LEDERMAN, STEPHEN A. BARTOS & JUDITH S. LEDERMAN, The Development, Use, and Interpretation of Nature of Science Assessments.- GÜROL IRZIK & ROBERT NOLA, New Directions for Nature of Science Research.- PETER SLEZAK, Constructivism in Science Education.- JIM MACKENZIE, RON GOOD & JAMES ROBERT BROWN, Postmodernism and Science Education: An Appraisal.- ANA C. COULÓ, Philosophical Dimensions of Social and Ethical Issues in School Science Education: Values in Science and in Science Classrooms.- GÁBOR ZEMPLÉN & GÁBOR KUTROVÁTZ, Social Studies of Science and Science Teaching.- ISMO KOPONEN & SUVI TALA, Generative Modeling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education.- CYNTHIA PASSMORE, JULIA SVOBODA GOUVEA & RONALD GIERE, Models in Science and in Learning Science: Focusing Scientific Practice on Sense-making .- ZOUBEIDA R. DAGHER & SIBEL ERDURAN, Laws and Explanations in Biology and Chemistry: Philosophical Perspectives and Educational Implications.- MERVI A ASIKAINEN & PEKKA E HIRVONEN, Thought Experiments in Science and in Science Education.- (b) Teaching, Learning and Understanding Science.- ROLAND M SCHULZ, Philosophy of Education and Science Education: An Underdeveloped but Vital Relationship.- STEPHEN P. NORRIS, LINDA M. PHILLIPS & DAVID P. BURNS, Conceptions of Scientific Literacy: Identifying and Evaluating their Programmatic Elements.- BRIAN DUNST & ALEX LEVINE, Conceptual Change: Analogies Great and Small, and the Quest for Coherence.- GREGORY J. KELLY, Inquiry Teaching and Learning: Philosophical Considerations.- WENDY SHERMAN HECKLER, Research on Student Learning in Science: A Wittgensteinian Perspective.- MANSOOR NIAZ / Science Textbooks: The Role of History and Philosophy of Science.- AGUSTÍN ADÚRIZ-BRAVO, Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science.- PETER HEERING & DIETMAR HÖTTECKE, Historical-Investigative Approaches in Science Teaching.- STEPHEN KLASSEN & CATHRINE FROESE KLASSEN, Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives.- TIM SPROD, Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education.- ANASTASIA FILIPPOUPOLITI & DIMITRIS KOLIOPOULOS, Informal and Non-formal Education: History of Science in Museums.- (c) Science, Culture and Society.- MICHAEL R. MATTHEWS, Science, Worldviews and Education.- MICHAEL J. REISS, What Significance does Christianity have for Science Education?.- TANER EDIS & SAOUMA BOUJAOUDE, Rejecting Materialism: Responses to Modern Science in the Muslim Middle East.- SUNDAR SARUKKAI, Indian Experiences with Science: Considerations for History, Philosophy and Science Education.- JEFF DODICK & RAPHAEL SHUCHAT, Historical Interactions between Judaism and Science and their Influence on Science Teaching and Learning.- KAI HORSTHEMKE & LARRY YORE, Challenges of Multiculturalism in Science Education: Indigenisation, Internationalisation, and Transkulturalität.- MARTIN MAHNER, Science, Religion, and Naturalism: Metaphysical and Methodological Incompatibilities.- (d) Science Education Research.- KEITH S TABER, Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science.- VELI-MATTI VESTERINEN, MARÍA ANTONIA MANASSERO-MAS & ÁNGEL VÁZQUEZ-ALONSO, History and Philosophy of Science and Science, Technology and Society Traditions in Science Education: Their Continuities and Discontinuities.- CHRISTINE L. MCCARTHY, Cultural Studies in Science Education: Philosophical Considerations.- KATHRYN M. OLESKO, Science Education in the Historical Study of the Sciences.- Part 111: REGIONAL STUDIES.- WILLIAM F. MCCOMAS, Nature of Science in the Science Curriculum and in Teacher Education Programmes in the United States.- DON METZ, The History and Philosophy of Science in Science Curricula and Teacher Education in Canada.- JOHN L. TAYLOR & ANDREW HUNT, History and Philosophy of Science and the Teaching of Science in England.- LIBORIO DIBATTISTA & FRANCESCA MORGESE, Incorporation of History and Philosophy of Science and Nature of Science Content in School and Teacher Education Programmes in Europe.- JOSIP SLISKO & ZALKIDA HADZIBEGOVIC, History in Bosnia and Herzegovina Physics Textbooks for Primary School – Historical Accuracy and Cognitive Adequacy.- SIU LING WONG, ZHI HONG WAN & KA LOK CHENG, One Country Two Systems: Nature of Science (NOS) Education in Mainland China and Hong Kong.- JINWOONG SONG & YONG JAE JOUNG, Trends in History and Philosophy of Science and Nature of Science Research in Korean Science Education.- YUKO MURAKAMI & MANABU SUMIDA, History and Philosophy of Science and Nature of Science Research in Japan: A Historical Overview.- ANA BARAHONA, ANDONI GARRITZ, JOSÉ ANTONIO CHAMIZO & JOSIP SLISKO, The History and Philosophy of Science and Science Teaching in Mexico.- ROBERTO DE ANDRADE MARTINS, CIBELLE CELESTINO SILVA, & MARIA ELICE BRZEZINSKI PRESTES, History and Philosophy of Science in Science Education, in Brazil.- IRENE ARRIASSECQ & ALCIRA RIVAROSA, Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science.- Part 1V: BIOGRAPHICAL STUDIES.- HAYO SIEMSEN, Ernst Mach: A Genetic Introduction to His Educational Theory and Pedagogy.- WILLIAM H. BROCK & EDGAR W. JENKINS, Frederick W. Westaway and Science Education: An Endless Quest.- EDGAR W. JENKINS, E. J. Holmyard (1891-1959) and the Historical Approach to Science Teaching.- JAMES SCOTT JOHNSTON, John Dewey and Science Education.- GEORGE DEBOER, Joseph Schwab: His Work and His Legacy.

O autorze

Michael R. Matthews is an associate professor in the School of Education at the University of New South Wales. He is also founding editor of the journal Science & Education. He has degrees from the University of Sydney in science, philosophy, psychology, history and philosophy of science, and education. His PhD is in philosophy of education from the University of New South Wales. He has taught science in high school, and lectured in Education at Sydney Teachers' College and the University of New South Wales. He was the Foundation Professor of Science Education at The University of Auckland (1992-93). He has published in philosophy of education, history and philosophy of science, and science education.

Blurb

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.