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Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education

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In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 211-243 (2014)

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  1. Introduction to IDTC Special Issue: Joule's Bicentenary History of Science, Foundations and Nature of Science.Philippe Vincent, Paulo Mauricio & Raffaele Pisano - 2020 - Foundations of Science 26 (3):531-551.
    James Prescott Joule’s (1818–1889) bicentenary took place in 2018 and commemorated by the IDTC with a Symposium—‘James Joule’s Bicentenary: Scientific and Pedagogical Issues Concerning Energy Conservation’—at the European Society for the History of Science (ESHS & BSHS), 14th–17th September, 2018, in London. This symposium had three main objectives: It aimed specifically to celebrate James Joule’s achievements considering the most recent historiographical works with a particular focus on the principle of conservation of energy; It served the purpose of discussing the scientific (...)
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  • Introduction to IDTC Special Issue: Joule's Bicentenary History of Science, Foundations and Nature of Science.Raffaele Pisano, Paulo Mauricio & Philippe Vincent - 2020 - Foundations of Science 2 (25):1-21.
    James Prescott Joule’s (1818–1889) bicentenary took place in 2018 and commemorated by the IDTC with a Symposium—‘James Joule’s Bicentenary: Scientific and Pedagogical Issues Concerning Energy Conservation’—at the European Society for the History of Science (ESHS & BSHS), 14th–17th September, 2018, in London. This symposium had three main objectives: It aimed specifically to celebrate James Joule’s achievements considering the most recent historiographical works with a particular focus on the principle of conservation of energy; It served the purpose of discussing the scientific (...)
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  • Nature of Science and Science Content Learning.Hanno Michel & Irene Neumann - 2016 - Science & Education 25 (9-10):951-975.
    Besides viewing knowledge about the nature of science as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates (...)
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  • Energy: Learning from the Past.Fabio Bevilacqua - 2014 - Science & Education 23 (6):1231-1243.
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  • Introducing Joule’s Paddle Wheel Experiment in the Teaching of Energy: Why and How?Manuel Bächtold - 2020 - Foundations of Science 26 (3):791-805.
    History of science provides access to a reservoir of meaningful experiments that can be studied and reproduced in classrooms. This is the case of Joule’s paddle-wheel experiment which displays the potentiality to help students improve their understanding of the concept of energy. This experiment has been mentioned in many physics textbooks during the twentieth century. Recently, it has received renewed attention by several researchers in science education. However, the accounts of Joule’s experiment proposed by these researchers are at variance with (...)
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