Download Science Teaching: The Contribution of History and Philosophy by Michael R. Matthews PDF

By Michael R. Matthews

Science Teaching explains how background and philosophy of technological know-how contributes to the answer of power theoretical, curricular, and pedagogical concerns in technological know-how schooling. It indicates why it really is crucial for technology academics to grasp and savour the background and philosophy of the topic they train and the way this data can improve technology guide and enthuse scholars within the topic. via its ancient point of view, the publication finds to scholars, academics, and researchers the principles of clinical wisdom and its connection to philosophy, metaphysics, arithmetic, and broader social impacts together with the ecu Enlightenment, and develops special arguments approximately constructivism, worldviews and technological know-how, multicultural technology schooling, inquiry instructing, values, and instructor schooling. absolutely up-to-date and increased, the 20th Anniversary version of this vintage textual content, that includes 4 new chapters—The Enlightenment culture; Joseph Priestley and Photosynthesis; technology, Worldviews and schooling; and Nature of technological know-how Research—and 1,300 references, offers a high-quality origin for educating and studying within the field.

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Extra info for Science Teaching: The Contribution of History and Philosophy of Science, 20th Anniversary Revised and Expanded Edition

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A 1995 European Commission report said that: Traditional science teaching, aiming at the mastery of a strictly logic order, of the deductive system, of abstract notions among which mathematics dominate, seems to paralyse and to make a passive subject of the learner, suffocating his imagination. (EC 1995, in Dibattista & Morgese 2014) Acknowledging the failure of science teaching and the flight from science, a 2004 European Commission report was bluntly titled ‘Europe needs more scientists’ (EC 2004)!

In R. ) Teaching Science, Routledge, New York, pp. 192–207. : 2011, ‘How Historical Experiments Can Improve Scientific Knowledge and Science Education: The Cases of Boiling Water and Electrochemistry’, Science & Education 20(3–4), 317–341. : 2007, ‘The Law of Inertia: How Understanding Its History Can Improve Physics Teaching’, Science & Education 16(9–10), 955–974. : 2009, ‘On the Concept of Energy: How Understanding its History Can Improve Physics Teaching’, Science & Education 18(8), 961–983.

2005, ‘The Failed Feminist Challenge to “Fundamental Epistemology”’, Science & Education 14(2), 103–116. : 2008, ‘Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science’, Science & Education 17(10), 1055–1063. : 2007, ‘The Relation Between Idealisation and Approximation in Scientific Model Construction’, Science & Education 16(7–8), 699–724. : 1960, Word and Object, MIT Press, Cambridge, MA. : 1938, Experience and Prediction: An Analysis of the Foundations and the Structure of Knowledge, University of Chicago Press, Chicago, IL.

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