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 (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

In this chapter, we will consider the relationships between values, beliefs and Environmental Citizenship. The role of personal values, value orientations and environmental beliefs in explaining pro-environmental actions and behaviour is widely explored. It is already acknowledged that self-enhancement values are less predictive of pro-environmental actions than self-transcendence values. Additionally, beliefs are considered to be at the core of human behaviour in cognitive theories explaining pro-environmental behaviour and are an important part of many theories used to predict pro-environmental actions. We (...) regard Environmental Citizenship as a combination of certain pro-environmental actions and civic engagement, both public and private, that lead to the mitigation of environmental problems. It is important to answer the question of whether general values and beliefs can potentially be relevant antecedents of Environmental Citizenship. Understanding how values and beliefs relate to Environmental Citizenship would allow for evidence-based ways of promoting Environmental Citizenship in schools and communities and would empower educators to make effective decisions in promoting Environmental Citizenship. (shrink)

Philosophical debates on the nature and significance of values in scientific knowledge and practices have differentiated cognitive (or epistemic) values from noncognitive (non-epistemic, such as moral or political) ones. The significance of cognitive values has come to be more or less commonly accepted, but the place of noncognitive values is much more controversial. Analysis and debate on values-related dimensions of scientific knowledge and inquiry has been on the rise in contemporary philosophy of science since 1970. This chapter provides an overview (...) of some current philosophical work on the subject and its possible impact on school science education. -/- First, a sample of these philosophical stances is presented, with emphasis on three different authors who recognise the role of non-epistemic values in scientific activity, without necessarily relinquishing a place for objectivity. Then, some of the rationales for including teaching about values in science education are addressed. The science education and philosophy education research is deployed to sketch some issues that would have to be taken into consideration when introducing one particular type of values – ethics related issues – in the secondary education classroom. -/- Finally, the desirability of a greater interaction among science and philosophy educators is emphasised. Mutual knowledge of the convergences and divergences in approach to values in scientific knowledge and practices, and the challenges posed by teaching about them, can lead to richer and more nuanced approaches to the common aspects in their respective topics. (shrink)