Science Education and Culture: The Contribution of History and Philosophy of Science - Rilegato

Rilegato

ISBN 10: 0792369726 ISBN 13: 9780792369721

Casa editrice: Springer-Verlag GmbH, 2001

Riassunto

This anthology contains 21 papers by prominent historians and philosophers of science, philosophers of education, science educators and science teachers. It is expansive in its subject matter, and detailed in its analysis. The common thread in all papers is the contribution that the history and philosophy of science makes to theoretical, curricular, and pedagogical issues in science education. At the beginning of the 21st century, there are increasing demands made on science curriculum writers and teachers to ensure that students come to know something of the "nature of science", or something about the "big picture" of science. This means knowing something of the history and methodology of science, its relations with world views, and how science articulates with social and cultural values and interests. The contributions show how historically and philosophically informed teaching of science can create this "big picture" knowledge about science, which in turn allows science to inform culture and social life.

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Contenuti

Editorial Introduction. Part One: History of Science, Education and Culture. Introduction. 1. History and Science Education: Cautionary Tales about the Agreement of Measurement and Theory; J. Heilbron. 2. Scientific Culture and Public Education; A. Cordero. 3. Galileo and the Rhetoric of Relativity; P. Machamer. 4. Fostering the History of Science in American Science Education; F.J. Rutherford. 5. Nature-of-Science Literacy in Benchmarks and Standards: Postmodern/Relativist or Modern/Reliast? R. Good, J. Shymansky. 6. The Epic Narrative of Intellectual Culture as a Framework for Curricular Coherence; R.N. Carson. 7. History, Philosophy and Sociology of Science (HPSS) in Science Education: Results from the Third International Mathematics and Science Study; H.A. Wang, W.H. Schmidt. Part Two: Foundational Issues in Science Education. Introduction. 8. Instrumentality, Hermeneutics and the Place of Science in the School Curriculum; J. Donnelly. 9. The Primacy of Cognition - or of Perception? A Phenomenological Critique of the Theoretical Bases of Science Education; B. Dahlin. Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency? E. Jenkins. Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education; S. Erduran. 12. Narratives in Science Teaching: Some Results from an Investigation into Students' Interests; F. Kubli. 13. Values in Science: An Educational Perspective; D. Allchin. 14. Which Way is Up? Thomas Kuhn's Analogy to Conceptual Development in Childhood; A.T. Levine. 15. Saving Kuhn from the Sociologists; R. Nola. Part Three: History, Philosophy and Physics Education. Introduction. 16. The Effect of a History-Based Course in Optics on Students' Views about Science; I. Galili, A. Hazan. 17. Scientific Controversies in Teaching Science: The Case of Volta; N. Kipnis. 18. Newton and Colour: The Complex Interplay of Theory and Experiment; R. de Andrade Martins. 19. Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length, and Some Educational Suggestions; M.R. Matthews. 20. Reconstructing the Basic Concepts of General Relativity from an Educational and Cultural Point of View; O. Levrini. 21. The Contribution of the History of Physics in Physics Education: A Review; F. Seroglou, P. Koumaras. Contributors. Name Index. Subject Index.

Dettagli dell'edizione

• Editore: Springer-Verlag GmbH
• Data di pubblicazione: 2001
• Lingua: Inglese
• ISBN 10: 0792369726
• ISBN 13: 9780792369721
• Rilegatura: Copertina rigida
• Numero di pagine: 388
• Redattore: Bevilacqua Fabio, Matthews Michael, Giannetto Enrico
• Contatto del produttore: non disponibile
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