Science teaching: the contribution of history and philosophy of science : 20th anniversary revised and expanded edition
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
Routledge
2015
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Beschreibung: | Description based on print version record Print version record |
| Beschreibung: | 1 online resource (xxiv, 454 pages) |
| ISBN: | 1136336761 9781136336768 |
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| 505 | 8 | |a Cover; Title Page; Copyright Page; Dedication; Brief Contents; Table of Contents; Preface (2014); Preface (1994); Acknowledgements; 1 The Rapprochement Between History, Philosophy and Science Education; Philosophers and Historians Engage with Science Education; History and Philosophy of Science: A Partnership; Science and Liberal Education; History, Philosophy and Technical Education; Problems with Science Education; Occult and Pseudoscientific Belief; Critics of Science; Curriculum Developments; Conclusion; Notes; References; 2 The Enlightenment Tradition in Science Education | |
| 505 | 8 | |a The European EnlightenmentThe Enlightenment Tradition; Joseph Priestley as Educator; Ernst Mach: Philosopher, Scientist, Educator; The Positivist Tradition; John Dewey; Spread of Science Education and Enlightenment Ideas; Conclusion; Notes; References; 3 Historical and Current Developments in Science Curricula; Natural Philosophy in the Curriculum; US Science Education to the 1950s; National Science Foundation Curricula (1950s-1960s); Current US Curricula Reforms; British Science Curricular Reform; Science-Technology-Society Curricula; Enquiry Teaching and Discovery Learning; Conclusion | |
| 505 | 8 | |a NotesReferences; 4 History of Science in the Curriculum and in Classrooms; Reasons for History; History in US Science Curricula: The Conant Legacy; History in British Science Curricula; Teaching About Air Pressure; Metaphysics and Physics in the Science of Air Pressure; Opposition to History; Defence of History; The History of Science and the Psychology of Learning; Conclusion; Notes; References; 5 Philosophy in Science and in Science Classrooms; Science and Philosophy; Philosophy in the Science Classroom: The Law of Inertia; Thought Experiments in Science | |
| 505 | 8 | |a Thought Experiments in Science TeachingArgumentation and Logical Reasoning in Science Classrooms; Sociological Challenges to the Rationality of Science; Ethics, Values and Science Education; Feminist Theory and Science Education; Conclusion; Notes; References; 6 History and Philosophy in the Classroom: Pendulum Motion; The Pendulum and the Foundation of Modern Science; The Textbook Myth and Prehistory of the Pendulum; Galileo's Account of Pendulum Motion; Problems with Galileo's Account and the Limits of Empiricism; The Pendulum and Timekeeping | |
| 505 | 8 | |a Huygens' Proposal of an International Standard of LengthThe Pendulum and Determination of the Shape of the Earth; The Pendulum in Newton's Mechanics; Timekeeping as the Solution of the Longitude Problem; Foucault's Pendulum and the Earth's Rotation; Some Features of Science; The Pendulum and Recent US Science Education Reforms; Conclusion; Notes; References; 7 History and Philosophy in the Classroom: Joseph Priestley and the Discovery of Photosynthesis; Some Appraisals of Priestley; Priestley's Life; Priestley's Publications; Priestley and the Enlightenment | |
| 505 | 8 | |a Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader s | |
| 650 | 7 | |a EDUCATION / Teaching Methods & Materials / Science & Technology |2 bisacsh | |
| 650 | 7 | |a SCIENCE / Study & Teaching |2 bisacsh | |
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Datensatz im Suchindex
| _version_ | 1804177604631068672 |
|---|---|
| any_adam_object | |
| author | Matthews, Michael R. |
| author_facet | Matthews, Michael R. |
| author_role | aut |
| author_sort | Matthews, Michael R. |
| author_variant | m r m mr mrm |
| building | Verbundindex |
| bvnumber | BV044358642 |
| classification_rvk | TB 4056 |
| collection | ZDB-4-NLEBK |
| contents | Cover; Title Page; Copyright Page; Dedication; Brief Contents; Table of Contents; Preface (2014); Preface (1994); Acknowledgements; 1 The Rapprochement Between History, Philosophy and Science Education; Philosophers and Historians Engage with Science Education; History and Philosophy of Science: A Partnership; Science and Liberal Education; History, Philosophy and Technical Education; Problems with Science Education; Occult and Pseudoscientific Belief; Critics of Science; Curriculum Developments; Conclusion; Notes; References; 2 The Enlightenment Tradition in Science Education The European EnlightenmentThe Enlightenment Tradition; Joseph Priestley as Educator; Ernst Mach: Philosopher, Scientist, Educator; The Positivist Tradition; John Dewey; Spread of Science Education and Enlightenment Ideas; Conclusion; Notes; References; 3 Historical and Current Developments in Science Curricula; Natural Philosophy in the Curriculum; US Science Education to the 1950s; National Science Foundation Curricula (1950s-1960s); Current US Curricula Reforms; British Science Curricular Reform; Science-Technology-Society Curricula; Enquiry Teaching and Discovery Learning; Conclusion NotesReferences; 4 History of Science in the Curriculum and in Classrooms; Reasons for History; History in US Science Curricula: The Conant Legacy; History in British Science Curricula; Teaching About Air Pressure; Metaphysics and Physics in the Science of Air Pressure; Opposition to History; Defence of History; The History of Science and the Psychology of Learning; Conclusion; Notes; References; 5 Philosophy in Science and in Science Classrooms; Science and Philosophy; Philosophy in the Science Classroom: The Law of Inertia; Thought Experiments in Science Thought Experiments in Science TeachingArgumentation and Logical Reasoning in Science Classrooms; Sociological Challenges to the Rationality of Science; Ethics, Values and Science Education; Feminist Theory and Science Education; Conclusion; Notes; References; 6 History and Philosophy in the Classroom: Pendulum Motion; The Pendulum and the Foundation of Modern Science; The Textbook Myth and Prehistory of the Pendulum; Galileo's Account of Pendulum Motion; Problems with Galileo's Account and the Limits of Empiricism; The Pendulum and Timekeeping Huygens' Proposal of an International Standard of LengthThe Pendulum and Determination of the Shape of the Earth; The Pendulum in Newton's Mechanics; Timekeeping as the Solution of the Longitude Problem; Foucault's Pendulum and the Earth's Rotation; Some Features of Science; The Pendulum and Recent US Science Education Reforms; Conclusion; Notes; References; 7 History and Philosophy in the Classroom: Joseph Priestley and the Discovery of Photosynthesis; Some Appraisals of Priestley; Priestley's Life; Priestley's Publications; Priestley and the Enlightenment Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader s |
| ctrlnum | (ZDB-4-NLEBK)ocn892040449 (OCoLC)892040449 (DE-599)BVBBV044358642 |
| dewey-full | 507.1 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1 |
| dewey-search | 507.1 |
| dewey-sort | 3507.1 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| edition | Second edition |
| format | Electronic eBook |
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| id | DE-604.BV044358642 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:43Z |
| institution | BVB |
| isbn | 1136336761 9781136336768 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029761273 |
| oclc_num | 892040449 |
| open_access_boolean | |
| physical | 1 online resource (xxiv, 454 pages) |
| psigel | ZDB-4-NLEBK |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Routledge |
| record_format | marc |
| spelling | Matthews, Michael R. Verfasser aut Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition Michael R. Matthews Second edition New York, NY Routledge 2015 1 online resource (xxiv, 454 pages) txt rdacontent c rdamedia cr rdacarrier Description based on print version record Print version record Cover; Title Page; Copyright Page; Dedication; Brief Contents; Table of Contents; Preface (2014); Preface (1994); Acknowledgements; 1 The Rapprochement Between History, Philosophy and Science Education; Philosophers and Historians Engage with Science Education; History and Philosophy of Science: A Partnership; Science and Liberal Education; History, Philosophy and Technical Education; Problems with Science Education; Occult and Pseudoscientific Belief; Critics of Science; Curriculum Developments; Conclusion; Notes; References; 2 The Enlightenment Tradition in Science Education The European EnlightenmentThe Enlightenment Tradition; Joseph Priestley as Educator; Ernst Mach: Philosopher, Scientist, Educator; The Positivist Tradition; John Dewey; Spread of Science Education and Enlightenment Ideas; Conclusion; Notes; References; 3 Historical and Current Developments in Science Curricula; Natural Philosophy in the Curriculum; US Science Education to the 1950s; National Science Foundation Curricula (1950s-1960s); Current US Curricula Reforms; British Science Curricular Reform; Science-Technology-Society Curricula; Enquiry Teaching and Discovery Learning; Conclusion NotesReferences; 4 History of Science in the Curriculum and in Classrooms; Reasons for History; History in US Science Curricula: The Conant Legacy; History in British Science Curricula; Teaching About Air Pressure; Metaphysics and Physics in the Science of Air Pressure; Opposition to History; Defence of History; The History of Science and the Psychology of Learning; Conclusion; Notes; References; 5 Philosophy in Science and in Science Classrooms; Science and Philosophy; Philosophy in the Science Classroom: The Law of Inertia; Thought Experiments in Science Thought Experiments in Science TeachingArgumentation and Logical Reasoning in Science Classrooms; Sociological Challenges to the Rationality of Science; Ethics, Values and Science Education; Feminist Theory and Science Education; Conclusion; Notes; References; 6 History and Philosophy in the Classroom: Pendulum Motion; The Pendulum and the Foundation of Modern Science; The Textbook Myth and Prehistory of the Pendulum; Galileo's Account of Pendulum Motion; Problems with Galileo's Account and the Limits of Empiricism; The Pendulum and Timekeeping Huygens' Proposal of an International Standard of LengthThe Pendulum and Determination of the Shape of the Earth; The Pendulum in Newton's Mechanics; Timekeeping as the Solution of the Longitude Problem; Foucault's Pendulum and the Earth's Rotation; Some Features of Science; The Pendulum and Recent US Science Education Reforms; Conclusion; Notes; References; 7 History and Philosophy in the Classroom: Joseph Priestley and the Discovery of Photosynthesis; Some Appraisals of Priestley; Priestley's Life; Priestley's Publications; Priestley and the Enlightenment Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader s EDUCATION / Teaching Methods & Materials / Science & Technology bisacsh SCIENCE / Study & Teaching bisacsh EDUCATION / Curricula bisacsh Science / Study and teaching fast Science / Study and teaching / Philosophy fast Science teachers / Training of fast Science / Study and teaching / History Science / Study and teaching / Philosophy Science teachers / Training of EDUCATION / Teaching Methods & Materials / Science & Technology SCIENCE / Study & Teaching EDUCATION / Curricula Science / Study and teaching Geschichte Naturwissenschaft Philosophie Science Study and teaching History Science Study and teaching Philosophy Science teachers Training of Geschichte (DE-588)4020517-4 gnd rswk-swf Philosophie (DE-588)4045791-6 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Naturwissenschaften (DE-588)4041421-8 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Wissenschaftsgeschichte Fach (DE-588)4190111-3 gnd rswk-swf Wissenschaftstheorie (DE-588)4117665-0 gnd rswk-swf Didaktik (DE-588)4070463-4 s Wissenschaftsgeschichte Fach (DE-588)4190111-3 s Wissenschaftstheorie (DE-588)4117665-0 s Naturwissenschaften (DE-588)4041421-8 s Geschichte (DE-588)4020517-4 s Philosophie (DE-588)4045791-6 s Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s 1\p DE-604 Erscheint auch als Druck-Ausgabe Matthews, Michael R., author Science teaching Second edition 9780415519335 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Matthews, Michael R. Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition Cover; Title Page; Copyright Page; Dedication; Brief Contents; Table of Contents; Preface (2014); Preface (1994); Acknowledgements; 1 The Rapprochement Between History, Philosophy and Science Education; Philosophers and Historians Engage with Science Education; History and Philosophy of Science: A Partnership; Science and Liberal Education; History, Philosophy and Technical Education; Problems with Science Education; Occult and Pseudoscientific Belief; Critics of Science; Curriculum Developments; Conclusion; Notes; References; 2 The Enlightenment Tradition in Science Education The European EnlightenmentThe Enlightenment Tradition; Joseph Priestley as Educator; Ernst Mach: Philosopher, Scientist, Educator; The Positivist Tradition; John Dewey; Spread of Science Education and Enlightenment Ideas; Conclusion; Notes; References; 3 Historical and Current Developments in Science Curricula; Natural Philosophy in the Curriculum; US Science Education to the 1950s; National Science Foundation Curricula (1950s-1960s); Current US Curricula Reforms; British Science Curricular Reform; Science-Technology-Society Curricula; Enquiry Teaching and Discovery Learning; Conclusion NotesReferences; 4 History of Science in the Curriculum and in Classrooms; Reasons for History; History in US Science Curricula: The Conant Legacy; History in British Science Curricula; Teaching About Air Pressure; Metaphysics and Physics in the Science of Air Pressure; Opposition to History; Defence of History; The History of Science and the Psychology of Learning; Conclusion; Notes; References; 5 Philosophy in Science and in Science Classrooms; Science and Philosophy; Philosophy in the Science Classroom: The Law of Inertia; Thought Experiments in Science Thought Experiments in Science TeachingArgumentation and Logical Reasoning in Science Classrooms; Sociological Challenges to the Rationality of Science; Ethics, Values and Science Education; Feminist Theory and Science Education; Conclusion; Notes; References; 6 History and Philosophy in the Classroom: Pendulum Motion; The Pendulum and the Foundation of Modern Science; The Textbook Myth and Prehistory of the Pendulum; Galileo's Account of Pendulum Motion; Problems with Galileo's Account and the Limits of Empiricism; The Pendulum and Timekeeping Huygens' Proposal of an International Standard of LengthThe Pendulum and Determination of the Shape of the Earth; The Pendulum in Newton's Mechanics; Timekeeping as the Solution of the Longitude Problem; Foucault's Pendulum and the Earth's Rotation; Some Features of Science; The Pendulum and Recent US Science Education Reforms; Conclusion; Notes; References; 7 History and Philosophy in the Classroom: Joseph Priestley and the Discovery of Photosynthesis; Some Appraisals of Priestley; Priestley's Life; Priestley's Publications; Priestley and the Enlightenment Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader s EDUCATION / Teaching Methods & Materials / Science & Technology bisacsh SCIENCE / Study & Teaching bisacsh EDUCATION / Curricula bisacsh Science / Study and teaching fast Science / Study and teaching / Philosophy fast Science teachers / Training of fast Science / Study and teaching / History Science / Study and teaching / Philosophy Science teachers / Training of EDUCATION / Teaching Methods & Materials / Science & Technology SCIENCE / Study & Teaching EDUCATION / Curricula Science / Study and teaching Geschichte Naturwissenschaft Philosophie Science Study and teaching History Science Study and teaching Philosophy Science teachers Training of Geschichte (DE-588)4020517-4 gnd Philosophie (DE-588)4045791-6 gnd Didaktik (DE-588)4070463-4 gnd Naturwissenschaften (DE-588)4041421-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Wissenschaftsgeschichte Fach (DE-588)4190111-3 gnd Wissenschaftstheorie (DE-588)4117665-0 gnd |
| subject_GND | (DE-588)4020517-4 (DE-588)4045791-6 (DE-588)4070463-4 (DE-588)4041421-8 (DE-588)4041425-5 (DE-588)4190111-3 (DE-588)4117665-0 |
| title | Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition |
| title_auth | Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition |
| title_exact_search | Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition |
| title_full | Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition Michael R. Matthews |
| title_fullStr | Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition Michael R. Matthews |
| title_full_unstemmed | Science teaching the contribution of history and philosophy of science : 20th anniversary revised and expanded edition Michael R. Matthews |
| title_short | Science teaching |
| title_sort | science teaching the contribution of history and philosophy of science 20th anniversary revised and expanded edition |
| title_sub | the contribution of history and philosophy of science : 20th anniversary revised and expanded edition |
| topic | EDUCATION / Teaching Methods & Materials / Science & Technology bisacsh SCIENCE / Study & Teaching bisacsh EDUCATION / Curricula bisacsh Science / Study and teaching fast Science / Study and teaching / Philosophy fast Science teachers / Training of fast Science / Study and teaching / History Science / Study and teaching / Philosophy Science teachers / Training of EDUCATION / Teaching Methods & Materials / Science & Technology SCIENCE / Study & Teaching EDUCATION / Curricula Science / Study and teaching Geschichte Naturwissenschaft Philosophie Science Study and teaching History Science Study and teaching Philosophy Science teachers Training of Geschichte (DE-588)4020517-4 gnd Philosophie (DE-588)4045791-6 gnd Didaktik (DE-588)4070463-4 gnd Naturwissenschaften (DE-588)4041421-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Wissenschaftsgeschichte Fach (DE-588)4190111-3 gnd Wissenschaftstheorie (DE-588)4117665-0 gnd |
| topic_facet | EDUCATION / Teaching Methods & Materials / Science & Technology SCIENCE / Study & Teaching EDUCATION / Curricula Science / Study and teaching Science / Study and teaching / Philosophy Science teachers / Training of Science / Study and teaching / History Geschichte Naturwissenschaft Philosophie Science Study and teaching History Science Study and teaching Philosophy Science teachers Training of Didaktik Naturwissenschaften Naturwissenschaftlicher Unterricht Wissenschaftsgeschichte Fach Wissenschaftstheorie |
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