東華大學圖書館 |

History, philosophy and science teaching = new perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	History, philosophy and science teaching/ edited by Michael R. Matthews.
Reminder of title:	new perspectives /
other author:	Matthews, Michael R.
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xxv, 326 p. :ill., digital ;24 cm.
[NT 15003449]:	New Perspectives in History, Philosophy, and Science Teaching Research: An Introduction, Michael R. Matthews -- I SCIENCE, CULTURE AND EDUCATION -- 1 Feng Shui: Some Educational Responsibilities and Opportunities, Michael R. Matthews -- 2 The Enlightenment: Truths Behind a Misleading Abstraction, Robert Nola -- 3 The Enlightenment Tradition and Science Education in Turkey, Deniz Peker & Ozgur Taskin -- 4 Cultural Studies of Science Education: A Philosophical Appraisal, Christine McCarthy -- II TEACHING AND LEARNING SCIENCE -- 5 Epistemic Practices and Science Education, Gregory J. Kelly & Peter R. Licona -- 6 Strategies for Learning Nature of Science Knowledge: A Perspective from Educational Psychology, Erin E. Peters-Burton -- 7 About the Psychological and Logical Moment in Natural Science Teaching (1890), [Hayo Siemsen translation], Ernst Mach -- III CURRICULUM DEVELOPMENT AND JUSTIFICATION -- 8 Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science, Igal Galili 9 Integrating Science Education Research, Science and History and Philosophy of Science in Developing an Energy Curriculum, Yaron Lehavi & Bat-Sheva Eylon -- 10 Teaching Evolution: Criticism of Common Justifications and the Proposal of a More Warranted One, Mike U. Smith -- IV INDOCTRINATION AND SCIENCE EDUCATION -- 11 Science Education, Indoctrination, and the Hidden Curriculum, Lena Hansson -- 12 Warranted Indoctrination in Science Education, Paul A. Wagner -- Name Index -- Subject Index -- Contributors.
Contained By:	Springer eBooks
Subject:	Science - Study and teaching -
Online resource:	http://dx.doi.org/10.1007/978-3-319-62616-1
ISBN:	9783319626161

History, philosophy and science teaching = new perspectives /
History, philosophy and science teachingnew perspectives /[electronic resource] :edited by Michael R. Matthews. - Cham :Springer International Publishing :2018. - xxv, 326 p. :ill., digital ;24 cm. - Science: philosophy, history and education,2520-8594. - Science: philosophy, history and education..

New Perspectives in History, Philosophy, and Science Teaching Research: An Introduction, Michael R. Matthews -- I SCIENCE, CULTURE AND EDUCATION -- 1 Feng Shui: Some Educational Responsibilities and Opportunities, Michael R. Matthews -- 2 The Enlightenment: Truths Behind a Misleading Abstraction, Robert Nola -- 3 The Enlightenment Tradition and Science Education in Turkey, Deniz Peker & Ozgur Taskin -- 4 Cultural Studies of Science Education: A Philosophical Appraisal, Christine McCarthy -- II TEACHING AND LEARNING SCIENCE -- 5 Epistemic Practices and Science Education, Gregory J. Kelly & Peter R. Licona -- 6 Strategies for Learning Nature of Science Knowledge: A Perspective from Educational Psychology, Erin E. Peters-Burton -- 7 About the Psychological and Logical Moment in Natural Science Teaching (1890), [Hayo Siemsen translation], Ernst Mach -- III CURRICULUM DEVELOPMENT AND JUSTIFICATION -- 8 Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science, Igal Galili 9 Integrating Science Education Research, Science and History and Philosophy of Science in Developing an Energy Curriculum, Yaron Lehavi & Bat-Sheva Eylon -- 10 Teaching Evolution: Criticism of Common Justifications and the Proposal of a More Warranted One, Mike U. Smith -- IV INDOCTRINATION AND SCIENCE EDUCATION -- 11 Science Education, Indoctrination, and the Hidden Curriculum, Lena Hansson -- 12 Warranted Indoctrination in Science Education, Paul A. Wagner -- Name Index -- Subject Index -- Contributors.

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach's most influential 1890 paper on 'The Psychological and Logical Moment in Natural Science Teaching'. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK.

ISBN: 9783319626161

Standard No.: 10.1007/978-3-319-62616-1doiSubjects--Topical Terms:

523653
Science
--Study and teaching

LC Class. No.: Q181 / .H57 2018

Dewey Class. No.: 507.1

History, philosophy and science teaching = new perspectives /
LDR:05096nmm a2200337 a 4500 001 2130854
003 DE-He213
005 20170830102845.0
006 m d
007 cr nn 008maaau
008 181005s2018 gw s 0 eng d
020 $a 9783319626161 $q (electronic bk.)
020 $a 9783319626147 $q (paper)
024 7 $a 10.1007/978-3-319-62616-1 $2 doi
035 $a 978-3-319-62616-1
040 $a GP $c GP
041 0 $a eng
050 4 $a Q181 $b .H57 2018
072 7 $a JNU $2 bicssc
072 7 $a PD $2 bicssc
072 7 $a SCI063000 $2 bisacsh
082 0 4 $a 507.1 $2 23
090 $a Q181 $b .H673 2018
245 0 0 $a History, philosophy and science teaching $h [electronic resource] : $b new perspectives / $c edited by Michael R. Matthews.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a xxv, 326 p. : $b ill., digital ; $c 24 cm.
490 1 $a Science: philosophy, history and education, $x 2520-8594
505 0 $a New Perspectives in History, Philosophy, and Science Teaching Research: An Introduction, Michael R. Matthews -- I SCIENCE, CULTURE AND EDUCATION -- 1 Feng Shui: Some Educational Responsibilities and Opportunities, Michael R. Matthews -- 2 The Enlightenment: Truths Behind a Misleading Abstraction, Robert Nola -- 3 The Enlightenment Tradition and Science Education in Turkey, Deniz Peker & Ozgur Taskin -- 4 Cultural Studies of Science Education: A Philosophical Appraisal, Christine McCarthy -- II TEACHING AND LEARNING SCIENCE -- 5 Epistemic Practices and Science Education, Gregory J. Kelly & Peter R. Licona -- 6 Strategies for Learning Nature of Science Knowledge: A Perspective from Educational Psychology, Erin E. Peters-Burton -- 7 About the Psychological and Logical Moment in Natural Science Teaching (1890), [Hayo Siemsen translation], Ernst Mach -- III CURRICULUM DEVELOPMENT AND JUSTIFICATION -- 8 Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science, Igal Galili 9 Integrating Science Education Research, Science and History and Philosophy of Science in Developing an Energy Curriculum, Yaron Lehavi & Bat-Sheva Eylon -- 10 Teaching Evolution: Criticism of Common Justifications and the Proposal of a More Warranted One, Mike U. Smith -- IV INDOCTRINATION AND SCIENCE EDUCATION -- 11 Science Education, Indoctrination, and the Hidden Curriculum, Lena Hansson -- 12 Warranted Indoctrination in Science Education, Paul A. Wagner -- Name Index -- Subject Index -- Contributors.
520 $a This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach's most influential 1890 paper on 'The Psychological and Logical Moment in Natural Science Teaching'. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK.
650 0 $a Science $x Study and teaching $x History. $3 523653
650 0 $a Science $x Study and teaching $x Philosophy. $3 523654
650 1 4 $a Education. $3 516579
650 2 4 $a Science Education. $3 895256
650 2 4 $a Philosophy of Science. $3 894954
650 2 4 $a Educational Philosophy. $3 899033
650 2 4 $a Philosophy of Education. $3 896998
700 1 $a Matthews, Michael R. $3 523652
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a Science: philosophy, history and education. $3 2181107
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-62616-1
950 $a Education (Springer-41171)