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  1. The Extra Strand of the Māori Science Curriculum.Georgina Stewart - 2011 - Educational Philosophy and Theory 43 (10):1175-1182.
    This paper comments on the process of re-development of the Maori-medium Science (Pūtaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an ‘extra strand’ covering the history and philosophy of science. It is recommended that this strand be taught by means of narratives (i.e. using ‘narrative pedagogy’) in order to avoid a superficial didacticism that succumbs to the traditional notion of science curriculum content as ‘merely (...)
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  • Philosophical skepticism not relativism is the problem with the Strong Programme in Science Studies and with Educational Constructivism.Dimitris P. Papayannakos - 2008 - Science & Education 17 (6):573-611.
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  • Voltaire e Algarotti: divulgadores da óptica de Newton na Europa do século XVIII.Breno Arsioli Moura & Cibelle Celestino Silva - 2015 - Scientiae Studia 13 (2):397-423.
    ResumoNo início do século xviii, Isaac Newton publicou seu principal trabalho sobre óptica, o Opticks. Impregnado por uma perspectiva indutiva, o livro logo se tornou a principal referência para os estudos sobre a luz e as cores, sendo amplamente popularizado pelos seguidores de Newton. Neste artigo, analisamos como dois importantes livros contribuíram para essa popularização e também qual era a imagem de ciência que tencionavam propagar, o Élements de la philosophie de Newton de Voltaire e o Newtonianismo per le dame (...)
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  • Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science.Igal Galili - 2012 - Science & Education 21 (9):1283-1316.
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  • Introducing History of Science in the Classroom: A Field Research Experience in Italy.Liborio Dibattista & Francesca Morgese - 2013 - Science & Education 22 (3):543-576.
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Incorporation of HPS/NOS Content in School and Teacher Education Programmes in Europe.Liborio Dibattista & Francesca Morgese - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 2083-2117.
    A large number of notices from the FP7, The Seventh Framework Programme (2007–2013), the main European instrument for research funding, are directed at schools. In its section Science in Society, FP7 funds projects aimed at promoting scientific education, curiosity of the young towards science and the advance of scientific culture with the public. Great importance is given to the contribution that comes from studies of the history, sociology and philosophy of science with projects aimed at the improvement of teaching methodology (...)
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