Coverart for item
The Resource History, philosophy and science teaching : new perspectives, Michael R. Matthews, editor, (electronic book)

History, philosophy and science teaching : new perspectives, Michael R. Matthews, editor, (electronic book)

Label
History, philosophy and science teaching : new perspectives
Title
History, philosophy and science teaching
Title remainder
new perspectives
Statement of responsibility
Michael R. Matthews, editor
Contributor
Editor
Subject
Language
eng
Summary
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
Member of
Cataloging source
YDX
Dewey number
507.1
Index
no index present
LC call number
Q181
LC item number
.H57 2018eb
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
Matthews, Michael R.
Series statement
Science: Philosophy, History and Education,
http://library.link/vocab/subjectName
  • Science
  • Science
Label
History, philosophy and science teaching : new perspectives, Michael R. Matthews, editor, (electronic book)
Instantiates
Publication
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Foreword; Contents; New Perspectives in History, Philosophy and Science Teaching: An Introduction; Introduction; Structure and Contents; Conclusion; References; Part I: Science, Culture and Education; Chapter 1: Feng Shui: Educational Responsibilities and Opportunities; 1.1 Introduction; 1.2 The Cultural Contribution of Science Education; 1.3 Academic Neglect of Feng Shui; 1.4 Chi and Feng Shui; 1.5 Feng Shui Practice; 1.6 Commercial Feng Shui; 1.7 The Origin and Elaboration of Feng Shui; 1.8 Two Historical Encounters Between Feng Shui and the Western Scientific Worldview
  • 1.8.1 Matteo Ricci1.8.2 Ernst Johann Eitel; 1.8.2.1 Feng Shui as a 'Black Art'; 1.8.2.2 Chinese Proto-Science and Avoidance of Experiment; 1.8.2.3 Astronomical Problems for Feng Shui; 1.8.2.4 Eitel's Appraisal of Feng Shui and the Educational Task in China; 1.9 Feng Shui, Education and Modernization of Chinese Culture; 1.10 Feng Shui and the Chinese Communist Party; 1.11 Teaching About Energy and Appraising Feng Shui; 1.12 Scientific Testing of Chi Claims; 1.13 Feng Shui as Pseudoscience; 1.14 Conclusion; References; Chapter 2: The Enlightenment: Truths Behind a Misleading Abstraction
  • 2.1 What Is Enlightenment?2.2 Science and The Enlightenment; 2.3 What Is It to Be Enlightened?; 2.4 The Enlightenment Versus the Epidemiology of Being Enlightened; 2.5 Early Attempts to Define 'Enlightenment': Moses Mendelssohn and Immanuel Kant; 2.6 Some Modern Critics of "The Enlightenment"; 2.7 Conclusion; References; Chapter 3: The Enlightenment Tradition and Science Education in Turkey; 3.1 Introduction; 3.2 The Ottoman Context; 3.3 Eighteenth Century Reforms in the Ottoman Empire; 3.4 Nineteenth Century Reforms in the Ottoman Empire; 3.5 First Half of Twentieth Century: A New State
  • 3.6 Military Coups: 1960-19803.7 Towards a Market Economy: 1980-2010; 3.8 Conclusion; References; Chapter 4: Cultural Studies of Science Education: An Appraisal; 4.1 Introduction; 4.1.1 Anti-science in Contemporary U.S. Culture; 4.1.2 Cultural Studies of Science: Re-conceptualizing Science and Science Education; 4.2 Postmodernism and the Cultural Studies of Science Education; 4.2.1 The Postmodern World-View; 4.2.2 Re-constructing Science; 4.2.3 The "Sciences" of Culturally Distinct Peoples; 4.2.3.1 Indigenous Knowledges; 4.2.3.2 Seeking Alternatives to the Scientific Way of Knowing
  • 4.2.4 Constructivism and Scientific Knowledge4.2.4.1 Social Justice and CSSE; 4.3 The Basics of Modern Science; 4.3.1 Scientific Inquiry, Correspondence Theory of Truth, and Knowledge; 4.3.2 Reality and the Objects of Modern Science; 4.3.3 Reality, as "What Is", and Truth; 4.4 Conclusion; References; Part II: Teaching and Learning Science; Chapter 5: Epistemic Practices and Science Education; 5.1 Education Goals for Science and Engineering Education; 5.2 History, Philosophy, and Sociology of Science (HPS) and Epistemic Practices
Control code
SPR1002908535
Dimensions
unknown
Extent
1 online resource.
Form of item
online
Isbn
9783319626161
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-319-62616-1
Specific material designation
remote
System control number
  • on1002908535
  • (OCoLC)1002908535
Label
History, philosophy and science teaching : new perspectives, Michael R. Matthews, editor, (electronic book)
Publication
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Foreword; Contents; New Perspectives in History, Philosophy and Science Teaching: An Introduction; Introduction; Structure and Contents; Conclusion; References; Part I: Science, Culture and Education; Chapter 1: Feng Shui: Educational Responsibilities and Opportunities; 1.1 Introduction; 1.2 The Cultural Contribution of Science Education; 1.3 Academic Neglect of Feng Shui; 1.4 Chi and Feng Shui; 1.5 Feng Shui Practice; 1.6 Commercial Feng Shui; 1.7 The Origin and Elaboration of Feng Shui; 1.8 Two Historical Encounters Between Feng Shui and the Western Scientific Worldview
  • 1.8.1 Matteo Ricci1.8.2 Ernst Johann Eitel; 1.8.2.1 Feng Shui as a 'Black Art'; 1.8.2.2 Chinese Proto-Science and Avoidance of Experiment; 1.8.2.3 Astronomical Problems for Feng Shui; 1.8.2.4 Eitel's Appraisal of Feng Shui and the Educational Task in China; 1.9 Feng Shui, Education and Modernization of Chinese Culture; 1.10 Feng Shui and the Chinese Communist Party; 1.11 Teaching About Energy and Appraising Feng Shui; 1.12 Scientific Testing of Chi Claims; 1.13 Feng Shui as Pseudoscience; 1.14 Conclusion; References; Chapter 2: The Enlightenment: Truths Behind a Misleading Abstraction
  • 2.1 What Is Enlightenment?2.2 Science and The Enlightenment; 2.3 What Is It to Be Enlightened?; 2.4 The Enlightenment Versus the Epidemiology of Being Enlightened; 2.5 Early Attempts to Define 'Enlightenment': Moses Mendelssohn and Immanuel Kant; 2.6 Some Modern Critics of "The Enlightenment"; 2.7 Conclusion; References; Chapter 3: The Enlightenment Tradition and Science Education in Turkey; 3.1 Introduction; 3.2 The Ottoman Context; 3.3 Eighteenth Century Reforms in the Ottoman Empire; 3.4 Nineteenth Century Reforms in the Ottoman Empire; 3.5 First Half of Twentieth Century: A New State
  • 3.6 Military Coups: 1960-19803.7 Towards a Market Economy: 1980-2010; 3.8 Conclusion; References; Chapter 4: Cultural Studies of Science Education: An Appraisal; 4.1 Introduction; 4.1.1 Anti-science in Contemporary U.S. Culture; 4.1.2 Cultural Studies of Science: Re-conceptualizing Science and Science Education; 4.2 Postmodernism and the Cultural Studies of Science Education; 4.2.1 The Postmodern World-View; 4.2.2 Re-constructing Science; 4.2.3 The "Sciences" of Culturally Distinct Peoples; 4.2.3.1 Indigenous Knowledges; 4.2.3.2 Seeking Alternatives to the Scientific Way of Knowing
  • 4.2.4 Constructivism and Scientific Knowledge4.2.4.1 Social Justice and CSSE; 4.3 The Basics of Modern Science; 4.3.1 Scientific Inquiry, Correspondence Theory of Truth, and Knowledge; 4.3.2 Reality and the Objects of Modern Science; 4.3.3 Reality, as "What Is", and Truth; 4.4 Conclusion; References; Part II: Teaching and Learning Science; Chapter 5: Epistemic Practices and Science Education; 5.1 Education Goals for Science and Engineering Education; 5.2 History, Philosophy, and Sociology of Science (HPS) and Epistemic Practices
Control code
SPR1002908535
Dimensions
unknown
Extent
1 online resource.
Form of item
online
Isbn
9783319626161
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-319-62616-1
Specific material designation
remote
System control number
  • on1002908535
  • (OCoLC)1002908535

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