Science Teaching: The Role of History and Philosophy of Science

Capa
Psychology Press, 1994 - 287 páginas
3 Resenhas

Acknowledgments.
.


.

Preface.
.



1.

The Rapprochement Between History, Philosophy and Science Education.

1.



2.

Historical Debates About the Science Curriculum.

11.


.

Natural Philosophy in the Curriculum.

12.


.

US Science Education to the 1950s.

13.


.

1950s National Science Foundation Curricula.

15.


.

British Curricular Reform.

20.


.

Inquiry Learning and the Need for History and Philosophy of Science.

25.



3.

Contemporary Curricular Developments.

29.


.

Science Literacy and the 1980s Crisis.

29.


.

The Responsibility of Schools.

33.


.

Project 2061.

35.


.

British National Curriculum.

45.


.

Science-Technology-Society Curricula.

46.



4.

History of Science in the Curriculum.

49.


.

Reasons for History.

49.


.

History in US Science Curricula.

54.


.

History in British Science Curricula.

57.


.

History in Continental Science Curricula.

59.


.

Teaching About Air Pressure: The Contrast Between Historical and Professional Approaches.

60.


.

Metaphysics and Physics in the Science of Air Pressure.

64.


.

How to Introduce History.

70.


.

Opposition to History.

71.


.

A Defense of History.

77.



5.

Philosophy in the Curriculum.

83.


.

Science and Philosophy.

84.


.

Philosophy in the Science Curriculum.

86.


.

Logic and Scientific Reasoning.

88.


.

Rationality in Science and in Science Classrooms.

93.


.

Ernst Mach: Philosopher, Scientist and Educator.

95.


.

Thought Experiments in Science.

100.


.

Thought Experiments and Science Education.

103.


.

Ethics and Science Education.

105.


.

Feminism and Science Education.

106.



6.

History and Philosophy in the Classroom: The Case of Pendulum Motion.

109.


.

The Pendulum and the Science of Motion.

109.


.

Galileo and the Textbook.

110.


.

Galileo’s Account of Pendulum Motion.

112.


.

Empirical Problems with Galileo’s Account.

116.


.

Philosophical Problems with Galileo’s Account.

118.


.

Post-Galileo Developments.

121.


.

A Comparison: Millikan and Ehrenhaft.

123.


.

Some Epistemological Lessons.

124.


.

Some Pedagogical Lessons.

131.



7.

Constructivism and Science Education.

137.


.

What is Constructivism?.

138.


.

Epistemological Commitments.

139.


.

Ontological Commitments.

141.


.

Constructivist Teaching Practice.

143.


.

Constructivism and Inquiry Learning.

146.


.

Radical Constructivist Theory.

148.


.

Constructivism and Relativism.

158.



8.

What is Science? Realism and Empiricism.

163.


.

Platonic Empiricism and Aristotelian Realism.

164.


.

Copernican and Galilean Realism and Osiander’s Empiricism.

165.


.

Newton’s Realism and Berkeley’s Empiricism.

167.


.

Planck’s Realism and Mach’s Empiricism.

170.


.

Some Philosophical Considerations.

174.



9.

Multicultural Science Education.

179.


.

Criticism of Science Education.

179.


.

The Universalist Tradition.

181.


.

Epistemology and Multicultural Science Education.

184.


.

Some Traditional Non-Western Metaphysics.

186.


.

What is Good Science?.

190.


.

History of Science and Multiculturalism.

192.


.

The Multiscience Thesis.

195.



10.

Teacher Education.

199.


.

History and Philosophy of Science in Teacher Education.

200.


.

What Type of Course?.

202.


.

Teachers’ Epistemology.

204.


.

Analogy, Metaphor and Scientific Thinking.

205.


.

History of Science and the Psychology of Learning.

208.


.

Idealizations in Science and the Learning of Science.

211.


.

Notes.

215.


.

References.

235.


.

Further Reading.

273.


.

Addresses.

275.


.

Index.

277
 

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Conteúdo

The Rapprochement Between History Philosophy
1
Historical Debates About the Science Curriculum
11
Contemporary Curricular Developments
29
History of Science in the Curriculum
49
Philosophy in the Curriculum
83
Empirical Problems with Galileos Account
116
Millikan and Ehrenhaft
123
Some Pedagogical Lessons
131
Constructivism and Science Education
137
What is Science? Realism and Empiricism
163
Multicultural Science Education 779
179
Teacher Education 799
199
Notes
215
References
235
Further Reading
273
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Sobre o autor (1994)

Michael R. Matthews is at the School of Education Studies at the University of New South Wales in Sydney.

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