This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently in (...) the decade of 1970. From 1980 onwards, the importance of this approach became widely accepted, and the subject became a common theme of dissertations and theses, appearing in conferences and educational journals. Since 1998, the use of history and philosophy of science was included among the government recommendations for secondary school science teaching in Brazil. Nowadays, this is an important line of research in graduate programs on science and mathematics education. However, the actual use of this approach in secondary education is still a desideratum. (shrink)

This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; (...) educational philosophy and the value of physical education and/or sport; philosophical positions that have impacted the historical development of sport and physical education; the history of women in sport and physical education; the role and scope of sport and physical education in Ancient Greece and Rome; the Ancient Olympic Games; the relationship between sport and religion in ancient and modern times; the theoretical and professional development of physical education; the rise of sport in modern America; the history and politics of the modern Olympic Games; and the contributions of men, women, and social movements to the development of sport and physical education from ancient times to the modern era. (shrink)

This book is an introductory narrative of the foundational educational history and philosophy of the American system. The author presents the history of education as a part of the larger picture of the development of civilization. Therefore, the historic and philosophical antecedents of our current education system are explained.

This article describes the historical development of HPS/NOS mainly in higher education. Because the establishment of universities in Japan in late-nineteenth century was a reaction against Western imperialism, higher education aimed to cultivate scientists and engineers with an emphasis on practical applications. This direction in higher science and engineering education continues into the present. It has conditioned elementary and secondary education via university entrance examinations, where no questions on NOS appear. Hence, HPS research and education (...) has developed in Japanese higher education with little connection to elementary and secondary education. Instead, NOS is communicated in literature, movies, and other media. Scientific and technological communication occurs mainly outside the school curriculum in venues like museums. (shrink)

Undergraduate geoscience students are rarely exposed to history and philosophy of science. I will describe the experiences with a short course unfavourably placed in the first year of a bachelor of earth science. Arguments how HPS could enrich their education in many ways are sketched. One useful didactic approach is to develop a broader interest by connecting HPS themes to practical cases throughout the curriculum, and develop learning activities that allow students to reflect on their skills, methods (...) and their field in relation to other disciplines and interactions with society with abilities gained through exposure to HPS. Given support of the teaching staff, the tenets of philosophy of science in practice, of conceptual history of knowledge, and of ethics of science for society can fruitfully and directly be connected to the existing curriculum. This is ideally followed by a capstone HPS course late in the bachelor programme. (shrink)

Teaching is an important aspect of scientific practice. However, it has only recently become the subject of detailed historical and philosophical analyses. In this paper, I argue that Joseph Rouse’s philosophy of scientific practice has important implications for the study of scientific education. Rouse’s dynamic conception of scientific knowledge entails that education should occupy a central place in our analyses of scientific practices, as it is crucial in guaranteeing their temporal extension and sustenance. However, Rouse’s reconceptualization of (...) scientific knowledge also has implications for our understanding of scientific education itself. I will work out these implications, focussing on Rouse’s non-subject-centered account of scientific practices. More generally, I show how Rouse’s philosophy of science entails that the study of scientific education should take the form of an integrated history and philosophy of scientific education. (shrink)

This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated these initiatives. (...) The chapter shows how the first national curriculum in 1989 was influenced by earlier initiatives as it made teaching about the nature of science mandatory for all. This requirement faded into the background after a few years and then re-emerged with a new rationale as ‘how science works’ in 2004. The chapter ends by looking to the future with a discussion of a new course which contrasts with earlier traditions by focussing the teaching and learning on the history and philosophy of science rather than using ideas from these disciplines to teach about science. (shrink)

A large body of work in science education indicates that evolution is one of the least understood and accepted scientific theories. Although scholarship from the history and philosophy of science (HPS) has shed light on many conceptual and pedagogical issues in evolution education, HPS-informed studies of evolution education are also characterized by conceptual weaknesses. In this chapter, we critically review such studies and find that some work lacks historically accurate characterizations of student ideas (preconceptions and (...) misconceptions). In addition, although several studies in the science education literature have drawn parallels between students’ conceptual change patterns and those from the history of science (HOS), we identify several issues that complicate the characterization of student ideas as “Lamarckian” or “Darwinian.” Finally, a review of the topic of explanation illustrates how the plurality of approaches employed in evolutionary biology is not reflected in evolution education scholarship or practice. This finding is particularly concerning given the recent shift in emphasis in science education standards to teaching content through practice-based tasks (e.g., explanation and argumentation). Overall, this chapter demonstrates that while HPS is of central importance to a deep understanding of evolution education, too often its contributions are poorly realized. (shrink)

In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with (...) the science of history. The history of education, in any event, has in the past few years become more historicizing and less ‘educationalizing’. According to the author, there are signs that indicate that such an analogous line of reasoning, mutatis mutandis, also applies for the philosophy of education. Does this mean that there are no longer any bridges from the one area to the other or that none are possible? Probably not. In the second portion, it is shown that the modern or even postmodern ‘new cultural history of education’, with its often ironical and demythologizing traits uses or can use a considerable amount of ‘grand theory’. Indeed, the development of an adequate conceptual apparatus that also has to cope with the problem of ‘presentism’ assumes a constant dialogue with the past and for this a philosophical‐interpretative approach is still the best situated. Inversely, the Foucauldian perspective shows that philosophy in general and philosophy of education in particular equally hardly do without history. Within the reflection on pedagogical praxis, the historical and the philosophical thus probably will continue to rely on each other—if only as allies against the dominance of short‐winded empirical‐quantitative research. Still, it would be naive to think that, from this possible alliance, the fragmentation of historically developed knowledge systems with their own sociological and institutional foundation of scientific activities can be rectified in a trice. (shrink)

In the United States, sex education is more than just an uncomfortable rite of passage, it's an amorphous curriculum that varies widely based on the politics, experience, resources, and biases of the people teaching it. Most often, it's a train wreck, overemphasizing or underemphasizing STIs, teen pregnancy, abstinence, and consent. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen make the case for thoughtful sex education, explaining why it's worth fighting for and which kind most (...) deserves our fight, despite all the inconveniences and compromises along the way. They argue that democratic and humanistic aims can be used to provide the tools to reason about the content and form of sex education. In practice, this amounts to a curriculum that meets what are currently considered highly comprehensive standards, incorporates ethics and civics education, and substantially modifies some aspects of teacher training and school design; it also assigns different responsibilities to different actors inside and outside schools, and it responds to the salient features of young people's evolving worlds, including the inequities that put some students at much higher risk of sexual harm than others. Throughout their inquiry, the authors show the reader how sex education has progressed and how the very concept of "progress" remains contestable. (shrink)

This article describes the effect of a teaching–learning sequence based on the discovery of oxygen in promoting students’ argumentation. It examines the written and oral arguments produced by 63 high school students in France during a complete TLS supervised by the same teacher. The data used in this analysis was derived from students’ written responses, audio and video recordings, and written field notes. The first goal of this investigation was to provide evidence that an approach combining history and (...) class='Hi'>philosophy of science and argumentation could increase students’ awareness of the relevance of experimentation and communication to scientific progress. The second goal was to assess the effectiveness of the TLS to engage students in argumentative classroom interactions relating to the discovery of oxygen at the end of the 18th century. The findings show that this historical case can be useful for promoting students’ argumentation and is also appropriate for high school students. Future research should include students of other ages, other historical episodes and experiences in other parts of the world. (shrink)

The Companion Encyclopedia is the first comprehensive work to cover all the principal lines and themes of the history and philosophy of mathematics from ancient times up to the twentieth century. In 176 articles contributed by 160 authors of 18 nationalities, the work describes and analyzes the variety of theories, proofs, techniques, and cultural and practical applications of mathematics. The work's aim is to recover our mathematical heritage and show the importance of mathematics today by treating its interactions (...) with the related disciplines of physics, astronomy, engineering and philosophy. It also covers the history of higher education in mathematics and the growth of institutions and organizations connected with the development of the subject. Part 1 deals with mathematics in various ancient and non-Western cultures from antiquity up to medieval and Renaissance times. Part 2 treats developments in all the main areas of mathematics during the medieval and Renaissance periods up to and including the early 17th century. Parts 3-10 are divided into the main branches into which mathematics developed from the early 17th century onwards: calculus and mathematical analysis, logic and foundations, algebras, geometries, mechanics, mathematical physics and engineering, and probability and statistics. Parts 11-13 review the history of mathematics from an international perspective. The teaching of mathematics in higher education is examined in various countries, and mathematics in culture, art and society is covered. The Companion Encyclopedia features annotated bibliographies of both classic and contemporary sources; black and white illustrations, line figures and equations; biographies of major mathematicians and historians and philosophers of mathematics; a chronological table of main events in the developments of mathematics; and a fully integrated index of people, events and topics. (shrink)

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 integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper (...) will restate parts of Scheffler's argument, it will develop some additional considerations pertaining to it, and it will set the discussion in the context of contemporary debate about science, science education and teacher training. With changed time and circumstances, Scheffler' arguments might find more adherents than when they were initially proposed. My revision of Scheffler's argument has two planks: first pedagogical, second professional. (shrink)

Ryder's engaging text welcomes students and practicing teachers into the intellectual framework of current education systems and pedagogy. Not assuming prior knowledge of philosophy, the book outlines general principles, acknowledges outlying factors, and presents a systematic and socially conscious approach to the practice of teaching.

This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes (...) emerged for K-16 education from the perspective of the history and philosophy of science. Key ones were that: students need to understand that central to science is argumentation, criticism, and analysis; students should be educated to appreciate science as part of our culture; students should be educated to be science literate; what is meant by the nature of science as discussed in much of the science education literature must be broadened to accommodate a science literacy that includes preparation for socioscientific issues; teaching for science literacy requires the development of new assessment tools; and, it is difficult to change what science teachers do in their classrooms. The principal conclusions drawn by the editors are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate; and, to educate students for scientific literacy will require a new curriculum that is coordinated across the humanities, history /social studies, and science classrooms. (shrink)

This volume contains ten papers that have been collected by the Canadian Society for History and Philosophy of Mathematics/Société canadienne d’histoire et de philosophie des mathématiques. It showcases rigorously-reviewed contemporary scholarship on an interesting variety of topics in the history and philosophy of mathematics from the seventeenth century to the modern era. -/- The volume begins with an exposition of the life and work of Professor Bolesław Sobociński. It then moves on to cover a collection of (...) topics about twentieth-century philosophy of mathematics, including Fred Sommers’s creation of Traditional Formal Logic and Alexander Grothendieck’s work as a starting point for discussing analogies between commutative algebra and algebraic geometry. Continuing the focus on the philosophy of mathematics, the next selections discuss the mathematization of biology and address the study of numerical cognition. The volume then moves to discussing various aspects of mathematics education, including Charles Davies’s early book on the teaching of mathematics and the use of Gaussian Lemniscates in the classroom. A collection of papers on the history of mathematics in the nineteenth century closes out the volume, presenting a discussion of Gauss’s “Allgemeine Theorie des Erdmagnetismus” and a comparison of the geometric works of Desargues and La Hire. Written by leading scholars in the field, these papers are accessible not only to mathematicians and students of the history and philosophy of mathematics, but also to anyone with a general interest in mathematics. (shrink)

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the (...) presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world. (shrink)

Introduces classical and contemporary philosophical ideas of education in various areas, including intellectual, moral, aesthetic, religious, political, vocational, physical, and special education, from a historical perspective. Chapters treat the history of ideas in each area and the history of ideas in practice. Annotation copyright Book News, In.

The inclusion of the history and philosophy of science in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers’ decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation project. Within focused (...) interviews these teachers describe and evaluate the challenges of planning and conducting HPS-based physics lessons using collaboratively developed HPS teaching materials. The teachers highlight a number of obstacles to the implementation of HPS specific to this approach: finding and adapting HPS teaching material, knowing and using instructional design principles for HPS lessons, presenting history in a motivating way, dealing with students’ problematic ideas about the history of science, conducting open-ended historical classroom investigations in the light of known historical outcomes, using historical investigations to teach modern science concepts, designing assessments to target HPS-specific learning outcomes, and justifying the HPS-approach against curriculum and colleagues. Teachers' perceived demands point out critical aspects of pedagogical content knowledge necessary for confident, comfortable and effective teaching of HPS-based science. They also indicate how HPS teacher education and the design of curricular materials can be improved to make implementing HPS into everyday teaching less demanding. (shrink)

Philosophy of Education and the Curriculum is a six-chapter book that first elucidates the forms of knowledge argument and religious education. Subsequent chapters detail the mathematics, natural science, and history forms of knowledge. Moral philosophy and moral education are then explained. The last chapter provides an explanation of learning.

History and Systems of Psychology provides an engaging introduction to the rich story of psychology's past. Retaining the clarity and accessibility praised by readers of earlier editions, this classic textbook provides a chronological history of psychology from the pre-Socratic Greeks to contemporary systems, research, and applications. The new edition also features expanded coverage of Eastern as well as Western traditions, influential women in psychology, professional psychology in clinical, educational, and social settings, and new directions in twenty-first century psychology (...) as a cognitive and a positive science. Assuming little prerequisite knowledge, the authors discuss the people, places, and concepts that have shaped psychology's story, and show that we remain fascinated by the same enduring questions that confronted our ancestors - namely, our wonder at our subjectivity and consciousness of self. The seventh edition is fully supported by robust pedagogical features, instructor resources, and a companion website to aid student learning. (shrink)

In this paper I argue for the use of Deleuzian theories in educational contexts. In particular, I am interested in the use of the concept of rhizomes, and the analysis of texts as rhizomes, drawing on Deleuze and Guattari's work in A Thousand Plateaus (1987). I discuss the possibilities for using rhizomatics in educational contexts through an exploration of the construction of an 'apparatus of social critique' (Buchanan, 2000). I then describe a rhizomatic understanding of the relationships between teachers and (...) policy texts, which can disrupt commonsense understandings of these relations. I provide examples from my own research (Honan, 2001) of a rhizo-textual analysis of policy texts. This rhizo-textual analysis involved an exploration of the construction of the subject position, teacher, within one policy text, as well as a mapping of two teachers' readings of this text. The paper concludes with a discussion of the implications for using Deleuzian theory in educational contexts, implications for both policy developers and educational researchers. (shrink)

Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International Journal of Science (...) class='Hi'>Education, Journal of Research in Science Teaching, Science Education, and Science & Education. Based on HPS-related criteria, 52 articles were selected for review, and of these 28 were published in Science & Education, which clearly shows the importance of HPS for this journal. Selected articles were classified in the following subject areas depending on the textbooks analyzed: university biology textbooks (n = 2), university chemistry textbooks (n = 14), university physics textbooks (n = 17), and primary, secondary, and high school textbooks (n = 19). Results obtained revealed the following: (a) Most biology, chemistry, physics, and school science textbooks lack a history and philosophy of science perspective; (b) most of the textbooks analyzed were published in the USA and to a much lesser extent in other countries; (c) few studies provided details of the procedure and reliability of the application of criteria/rubric for analyzing textbooks; (d) some of the topics analyzed in the textbooks were nature of science, atomic structure, Newtonian mechanics, quantum mechanics, special theory of relativity, and evolution; (e) textbooks avoided including controversial and difficult aspects of different topics (e.g., concepts of force, weight, heat, temperature, origin of the quantum hypothesis, oil drop experiment, Millikan’s data supported Einstein’s photoelectric equation but not his theory); and (f) various science topics provide an opportunity to illustrate the tentative nature of scientific knowledge, and still very few textbooks referred to this important aspect. As textbooks do refer to laws and theories while referring to historical content, it is concluded that HPS is already “inside” the science curriculum provided textbook authors make an effort to scrutinize the historical reconstructions while dealing with the different topics. (shrink)

Can video games teach students about the history and philosophy of science? This paper reports the results of a study investigating the effects of playing an educational video game on students’ knowledge of Galileo’s life and times, the nature of scientific evidence, and Aristotle’s and Galileo’s views of the cosmos. In the game, students were immersed in a computer simulation of 16th century Venice where they interacted with an avatar of Galileo and other characters. Over a period of (...) two weeks, 71 undergraduates were exposed to lectures about Galileo and the Copernican revolution in a traditional classroom setting. However, only half of the students also played the game. The other half were only exposed to lectures. The knowledge of both groups was assessed at the beginning and end of the two-week period. The results demonstrated objective improvements in knowledge for the experimental group while the control group showed virtually no change. Implications of these findings for teaching and learning the history and philosophy of science are discussed. (shrink)