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Michael R. Matthews [62]Michael Robert Matthews [2]
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Michael Robert Matthews
University of New South Wales
  1. 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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  2. 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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  3.  15
    Feng Shui: Teaching About Science and Pseudoscience.Michael R. Matthews - 2019 - Springer Verlag.
    This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews. The arguments presented for feng shui being (...)
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  4.  9
    Mario Bunge: A Centenary Festschrift.Michael Robert Matthews (ed.) - 2019 - Springer.
    This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...)
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  5.  5
    Constructivism in Science Education a Philosophical Examination.Michael R. Matthews - 1998 - Springer Verlag.
    Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...)
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  6.  37
    Mario Bunge: A Centenary Festschrift.Mario Augusto Bunge, Michael R. Matthews, Guillermo M. Denegri, Eduardo L. Ortiz, Heinz W. Droste, Alberto Cordero, Pierre Deleporte, María Manzano, Manuel Crescencio Moreno, Dominique Raynaud, Íñigo Ongay de Felipe, Nicholas Rescher, Richard T. W. Arthur, Rögnvaldur D. Ingthorsson, Evandro Agazzi, Ingvar Johansson, Joseph Agassi, Nimrod Bar-Am, Alberto Cupani, Gustavo E. Romero, Andrés Rivadulla, Art Hobson, Olival Freire Junior, Peter Slezak, Ignacio Morgado-Bernal, Marta Crivos, Leonardo Ivarola, Andreas Pickel, Russell Blackford, Michael Kary, A. Z. Obiedat, Carolina I. García Curilaf, Rafael González del Solar, Luis Marone, Javier Lopez de Casenave, Francisco Yannarella, Mauro A. E. Chaparro, José Geiser Villavicencio- Pulido, Martín Orensanz, Jean-Pierre Marquis, Reinhard Kahle, Ibrahim A. Halloun, José María Gil, Omar Ahmad, Byron Kaldis, Marc Silberstein, Carolina I. García Curilaf, Rafael González del Solar, Javier Lopez de Casenave, Íñigo Ongay de Felipe & Villavicencio-Pulid (eds.) - 2019 - Springer Verlag.
    This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...)
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  7.  37
    History, Philosophy, and Science Teaching: The Present Rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
  8.  12
    The Scientific Background to Modern Philosophy: Selected Readings.Michael R. Matthews (ed.) - 1989 - Hackett Publishing Company.
    The Central Methodological and Philosophical Texts of the Scientific Revolution. Aristotle, Copernicus, Bacon, Galileo, Descartes, Boyle, Huygens, Newton. The texts display the interaction between science and philosophy in the sixteenth and seventeenth centuries, out of which both modern science and modern philosophy emerged.
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  9.  7
    History, Philosophy and Science Teaching: New Perspectives.Michael R. Matthews (ed.) - 2017 - Springer Verlag.
    This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more (...)
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  10.  26
    Science, Worldviews and Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1585-1635.
    Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...)
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  11.  10
    Teaching the Philosophical and Worldview Components of Science.Michael R. Matthews - 2009 - Science & Education 18 (6-7):697-728.
  12.  21
    Introductory Comments on Philosophy and Constructivism in Science Education.Michael R. Matthews - 1997 - Science & Education 6 (1-2):5-14.
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  13.  9
    Science, Worldviews and Education: An Introduction.Michael R. Matthews - 2009 - Science & Education 18 (6-7):641-666.
  14.  19
    Models in Science and in Science Education: An Introduction.Michael R. Matthews - 2007 - Science & Education 16 (7-8):647-652.
  15. History, Philosophy, and Science Teaching: Selected Readings.Michael R. Matthews - 1991
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  16. Thomas Kuhn's Impact on Science Education: What Lessons Can Be Learned?Michael R. Matthews - 2004 - Science Education 88 (1):90-118.
     
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  17. Old Wine in New Bottles: A Problem with Constructivist Epistemology.Michael R. Matthews - forthcoming - Philosophy of Education.
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  18.  71
    A Role for History and Philosophy in Science Teaching.Michael Robert Matthews - 1988 - Educational Philosophy and Theory 20 (2):67–81.
    It is thirty years since the last major reforms of science education. many believe that it is time for reappraisal of these earlier curricula, and for the renewal of science education-its content, aims, methods. also, and importantly, there is a renewed interest in the preparation of science teachers. this essay is a contribution to that task.
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  19.  9
    Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl.Michael R. Matthews - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (1/2):7-39.
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  20.  1
    The Marxist Theory of Schooling a Study of Epistemology and Education.Michael R. Matthews - 1980
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  21.  3
    Idealisation and Galileo’s Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations.Michael R. Matthews - 2004 - Science & Education 13 (7-8):689-715.
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  22.  15
    Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl.Michael R. Matthews - 2004 - Science & Education 13 (1-2):7-39.
  23.  2
    Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis.Michael R. Matthews - 2009 - Science & Education 18 (6-7):929-960.
  24.  69
    Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across the (...)
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  25.  11
    The Nature of Science and Science Education: A Bibliography.Randy Bell, Fouad Abd-El-Khalick, Norman G. Lederman, William F. McComas & Michael R. Matthews - 2001 - Science & Education 10 (1-2):187-204.
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  26.  16
    Mario Bunge, Systematic Philosophy and Science Education: An Introduction.Michael R. Matthews - 2012 - Science & Education 21 (10):1393-1403.
  27.  4
    Mario Bunge: An Introduction to His Life, Work and Achievements.Michael R. Matthews - 2019 - In Mario Augusto Bunge, Michael R. Matthews, Guillermo M. Denegri, Eduardo L. Ortiz, Heinz W. Droste, Alberto Cordero, Pierre Deleporte, María Manzano, Manuel Crescencio Moreno, Dominique Raynaud, Íñigo Ongay de Felipe, Nicholas Rescher, Richard T. W. Arthur, Rögnvaldur D. Ingthorsson, Evandro Agazzi, Ingvar Johansson, Joseph Agassi, Nimrod Bar-Am, Alberto Cupani, Gustavo E. Romero, Andrés Rivadulla, Art Hobson, Olival Freire Junior, Peter Slezak, Ignacio Morgado-Bernal, Marta Crivos, Leonardo Ivarola, Andreas Pickel, Russell Blackford, Michael Kary, A. Z. Obiedat, Carolina I. García Curilaf, Rafael González del Solar, Luis Marone, Javier Lopez de Casenave, Francisco Yannarella, Mauro A. E. Chaparro, José Geiser Villavicencio- Pulido, Martín Orensanz, Jean-Pierre Marquis, Reinhard Kahle, Ibrahim A. Halloun, José María Gil, Omar Ahmad, Byron Kaldis, Marc Silberstein, Carolina I. García Curilaf, Rafael González del Solar, Javier Lopez de Casenave, Íñigo Ongay de Felipe & Villavicencio-Pulid (eds.), Mario Bunge: A Centenary Festschrift. Springer Verlag. pp. 1-28.
    This chapter outlines something of Mario Bunge’s long life and career as a physicist-philosopher originally living and working in Argentina for 40 years, then in Canada for nearly 60 years. It indicates the extraordinary breadth, depth and quantity of his research publications. It deals briefly with some key components of his work, such as: systemism, causation, theory analysis, axiomatization, ontology, epistemology, physics, psychology and philosophy of mind, social science, probability and Bayesianism, defence of the Enlightenment project, and education. Finally, the (...)
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  28.  4
    The Pendulum: Its Place in Science, Culture and Pedagogy.Michael R. Matthews, Colin Gauld & Arthur Stinner - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (4/5):261-277.
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  29. History, Philosophy, and Science Teaching: A Brief Review.Michael R. Matthews - 1989 - Synthese 80 (1):1 - 7.
    School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration between philosophers, historians, and (...)
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  30.  24
    Mario Bunge: Physicist and Philosopher.Michael R. Matthews - 2003 - Science & Education 12 (5-6):431-444.
  31.  56
    The Philosophy of Education Society of Australasia (PESA) and My Intellectual Growing‐Up.Michael R. Matthews - 2009 - Educational Philosophy and Theory 41 (7):777-780.
  32. A Bibliography for Philosophy and Constructivism in Science Education.Michael R. Matthews - 1997 - Science & Education 6 (1):197-201.
     
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  33. Contributors.Michael R. Matthews - 2004 - Science & Education 13:151-152.
     
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  34.  32
    Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.
    These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...)
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  35.  28
    History, Philosophy and Science Teaching What Can Be Done in an Undergraduate Course?Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):93-97.
  36.  3
    A Tribute to Kevin Harris, Philosopher of Education.Michael A. Peters, Michael R. Matthews, Eileen Baldry, Patricia White, Dave Hill, David Aspin, Bruce Haynes, John White, Colin Lankshear & Hugh Lauder - forthcoming - Educational Philosophy and Theory:1-11.
  37.  35
    Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1-15.
    This is the first handbook to be published that is devoted to the field of historical and philosophical research in science and mathematics education (HPS&ST). Given that science and mathematics through their long history have always been engaged with philosophy and that for over a century it has been recognised that science and mathematics curriculum development, teaching, assessment and learning give rise to so many historical and philosophical questions, it is unfortunate that such a handbook has been so long coming.
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  38. The Marxist Theory of Schooling.Michael R. Matthews - 1982 - Studies in Soviet Thought 24 (4):288-294.
     
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  39.  15
    Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions.Michael R. Matthews - 2001 - Science & Education 10 (1-2):119-135.
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  40. Reviewers.Michael R. Matthews - 2013 - Science & Education 22 (7):1891-1893.
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  41.  17
    James Franklin: What Science Knows and How It Knows It.Michael R. Matthews - 2010 - Science & Education 19 (10):1019-1027.
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  42.  45
    Back to Basics: A Comment on Irzik.Michael R. Matthews - 2001 - Studies in Philosophy and Education 20 (2):177-180.
  43.  16
    Tim Sprod: Discussions in Science: Promoting Conceptual Understanding in the Middle School Years.Michael R. Matthews - 2013 - Science & Education 22 (8):2053-2054.
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  44.  15
    Introduction.Michael R. Matthews, Colin Gauld & Arthur Stinner - 2004 - Science & Education 13 (7-8):609-611.
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  45.  14
    Isabel Rivers & David L. Wykes : Joseph Priestley: Scientist, Philosopher, and Theologian.Michael R. Matthews - 2010 - Science & Education 19 (10):1013-1017.
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  46. Vale Arnold Arons.Michael R. Matthews - 2002 - Science & Education 11 (1):105-106.
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  47.  19
    Introduction.Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):3-5.
  48.  70
    History, Philosophy and Science Teaching: A Bibliography.Michael R. Matthews - 1989 - Synthese 80 (1):185-196.
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  49. The Marxist Theory of Schooling.Michael R. Matthews - 1986 - Studies in Soviet Thought 31 (2):161-162.
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  50. James T. Robinson's Account of Philosophy of Science and Science Teaching: Some Lessons for Today From the 1960s.Michael R. Matthews - 1997 - Science Education 81 (3):295-315.
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