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  1. The Nature of Technology: What It is and How It Evolves.W. Brian Arthur - 2009 - Free Press.
    "More than any thing else technology creates our world. It creates our wealth, our economy, our very way of being," says W. Brian Arthur. Yet, until now the major questions of technology have gone unanswered. Where do new technologies come from -- how exactly does invention work? What constitutes innovation, and how is it achieved? Why are certain regions -- Cambridge, England, in the 1920s and Silicon Valley today -- hotbeds of innovation, while others languish? Does technology, like biological life, (...)
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  • Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...)
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  • The Philosophy of Mathematics Education.Paul Ernest - 1991 - Falmer Press.
    Although many agree that all teaching rests on a theory of knowledge, this is an in-depth exploration of the philosophy of mathematics for education, building on the work of Lakatos and Wittgenstein.
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  • Fundamental Issues Regarding the Nature of Technology.Jacob Pleasants, Michael P. Clough, Joanne K. Olson & Glen Miller - 2019 - Science & Education 28 (3-5):561-597.
    Science and technology are so intertwined that technoscience has been argued to more accurately reflect the progress of science and its impact on society, and most socioscientific issues require technoscientific reasoning. Education policy documents have long noted that the general public lacks sufficient understanding of science and technology necessary for informed decision-making regarding socioscientific/technological issues. The science–technology–society movement and scholarship addressing socioscientific issues in science education reflect efforts in the science education community to promote more informed decision-making regarding such issues. (...)
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  • Reconceptualizing the Nature of Science for Science Education.Zoubeida R. Dagher & Sibel Erduran - 2016 - Science & Education 25 (1-2):147-164.
    Two fundamental questions about science are relevant for science educators: What is the nature of science? and what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach, originally developed by (...)
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  • The Engineering Method and its Implications for Scientific, Philosophical, and Universal Methods.Billy Vaughn Koen - 2009 - The Monist 92 (3):357-386.
  • From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science.Ebru Kaya & Sibel Erduran - 2016 - Science & Education 25 (9-10):1115-1133.
    The inclusion of Nature of Science in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach. The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein’s idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein’s generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola’s FRA-to-NOS by synthesizing (...)
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  • A Family Resemblance Approach to the Nature of Science for Science Education.Gürol Irzık, Gurol Irzik & Robert Nola - 2011 - Science & Education 20 (7-8):591-607.
    Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called “the consensus view” about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This (...)
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  • Nature of Engineering Knowledge.Allison Antink-Meyer & Ryan A. Brown - 2019 - Science & Education 28 (3-5):539-559.
    The inclusion of engineering standards in US science education standards is potentially important because of how limited engineering education for K-12 learners is, despite the ubiquity of engineering in students’ lives. However, the majority of learners experience science education throughout their compulsory schooling. If improved engineering literacy is to be achieved, then its inclusion in science curricula is perhaps the most efficient means. One significant challenge that arises, however, is in the framing of engineering relative to science by both teachers (...)
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  • The Philosophy of Mathematics Education.Michael Cornelius & Paul Ernest - 1991 - British Journal of Educational Studies 39 (3):348.
  • Proofs and Refutations: The Logic of Mathematical Discovery.Imre Lakatos, John Worrall & Elie Zahar - 1978 - Mind 87 (346):314-316.
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  • The Nature of Science in Science Education: An Introduction.William F. Mccomas, Hiya Almazroa & Michael P. Clough - 1998 - Science & Education 7 (6):511-532.
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  • Proofs and Refutations. The Logic of Mathematical Discovery.I. Lakatos - 1977 - Tijdschrift Voor Filosofie 39 (4):715-715.
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  • Thinking Through Technology: The Path Between Engineering And.Carl Mitcham - forthcoming - Philosophy.
     
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