Table Of Content

Science & Education (2006) 15 © Springer 2006 VOLUME CONTENTS 15 2006 Volume 15 No. 1 February 2006 ROBERT KRUCKEBERG / A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science ISMO T. KOPONEN & TERHI MANTYLA / Generative Role of Experiments in Physics and in Teaching Physics: A Suggestion for Epistemological Reconstruction HAYATI SEKER & LAURA C. WELSH / The Use of History of Mechanics in Teaching Motion and Force Units DOUGLAS ALLCHIN / Why Respect for History — and Historical Error — Matters Discussion DOUGLAS ALLCHIN / Lawson’s Shoehorn, Reprise 113-120 DAVID R. HERSHEY / Pseudohistory and Pseudoscience: Corrections to Allchin’s Historical, Conceptual and Educational Claims 121-125 Contributors 127-128 Volume 15 Nos. 2, 3, 4 March-April-May 2006 Special Issue: Science Teaching in Early Modern Europe Guest Editor: Antonio Clericuzio ANTONIO CLERICUZIO/Preface 129-130 DAVID A. LINES / Natural Philosophy and Mathematics in Sixteenth- Century Bologna 131-150 RIVKA FELDHAY / On Wonderful Machines: The Transmission of Mechanical Knowledge by Jesuits 151-172 BRUCE T. MORAN / Axioms, Essences, and Mostly Clean Hands: Preparing to Teach Chemistry with Libavius and Aristotle 173-187 ISABELLE PANTIN / Teaching Mathematics and Astronomy in France: The College Royal (1550-1650) 189-207 VOLUME CONTENTS 15 2006 VICTOR NAVARRO-BROTONS / The Teaching of the Mathematical Disciplines in Sixteenth-Century Spain 209-233 ROMANO GATTO / Christoph Clavius’ “Ordo Servandus in Addiscendis Disciplinis Mathematicis” and the Teaching of Mathematics in Jesuit Colleges at the Beginning of the Modern Era 235-258 LAURENCE BROCKLISS / The Moment of No Return: The University of Paris and the Death of Aristotelianism 259-278 PAUL RICHARD BLUM / Benedictus Pererius: Renaissance Culture at the Origins of Jesuit Science 279-304 LESLEY B. CORMACK / The Commerce of Utility: Teaching Mathema- tical Geography in Early Modern England 305-322 FILIPPO CAMEROTA / Teaching Euclid in a Practical Context: Linear Perspective and Practical Geometry ANTONIO CLERICUZIO / Teaching Chemistry and Chemical Textbooks in France. From Beguin to Lemery FEDERICA FAVINO / Mathematics and Mathematicians at Sapienza University in Rome (XVII—XVIII Century) 357-392 Contributors Volu15m Noe. 5 July 2006 MICHAEL TSEITLIN & IGAL GALILI / Science Teaching: What Does It Mean? 393-417 VICENTE MELLADO, CONSTANTINO RUIZ, MARIA LUISA BERMEJO & ROQUE JIMENEZ / Contributions from the Philoso- 419-445 phy of Science to the Education of Science Teachers JOAQUIN MARTINEZ-TORREGROSA, RAFAEL LOPEZ-GAY & ALBERT GRAS-MARTI / Mathematics in Physics Education: Scan- ning Historical Evoiution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics MICHAEL P. CLOUGH / Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction 463-494 KEVIN C. DE BERG/ The Kinetic-Molecular & Thermodynamic Approaches to Osmotic Pressure: A Study of Dispute in Physical Chemistry and the Implications for Chemistry Education ROGER H. STUEWER / Historical Surprises Contributors VOLUME CONTENTS 15 2006 Volume 15 No.6 August 2006 Special Issue: THE PENDULUM: Scientific, Historical, Philosophical & Educational Perspectives, Part III. Editors: Michael R. Matthews, Colin F. Guald & Art Stinner MICHAEL R. MATTHEWS, COLIN F. GAULD& ARTHUR STINNER Introduction C. K. RAJU / Time: What is it That it can be Measured? FABIO BEVILACQUA, LIDIA FALOMO, LUCIO FREGONESE, ENRICO GIANNETTO, FRANCO GIUDICE & PAOLO MASCHERETTI / The Pendulum: From Constrained Fall to the Concept of Potential PIERRE J. BOULOS Newton’s Path to Universal Gravitation: The Role of the Pendulum COLIN F. GAULD / Newton’s Cradle in Physics Education K. C. DE BERG / Chemistry and the Pendulum — What Have They to do With Each Other? 619-641 YONG-JU KWON, JIN-SU JEONG & YUN-BOK PARK / Roles of Abductive Reasoning and Prior Belief in Children’s Generation of Hypotheses about Pendulum Motion 643-656 Contributors Volume 15 Nos. 7—8 November—December 2006 Special Issue: Textbooks In The Scientific Periphery Editors: Antonio Garcia-Belmar, José Ramon Bertomeu-Sanchez, Manolis Patiniotis & Anders Lundgren JOSE RAMON BERTOMEU-SANCHEZ, ANTONIO GARCIA-BELMAR, ANDERS LUNDGREN & MANOLIS PATINIOTIS / Introduction: Scientific and Technological Textbooks in the European Periphery 657-665 BERNADETTE BENSAUDE-VINCENT / Textbooks on the Map of Science Studies 667-670 ANA CARNEIRO, MARIA PAULA DIOGO & ANA SIMOES Communicating the new chemistry in 18th-century Portugal: Seabra’s Elementos de Chimica 671-692 JOSE RAMON BERTOMEU SANCHEZ & ANTONIO GARCIA BELMAR / Pedro Gutiérrez Bueno’s Textbooks: Audiences, Teaching Practices and Chemical Revolution VOLUME CONTENTS 15 2006 RAFFAELLA SELIGARDI / Views of Chemistry and Chemical Theories: A Comparison between two University Textbooks in the Bolognese 713-737 Context at the Beginning of the 19th Century ANJA SKAAR JACOBSEN / Propagating Dynamical Science in the Periphery of German Naturphilosophie: H. C. Orsted’s Textbooks and Didactics 739-760 ANDERS LUNDGREN / The Transfer of Chemical Knowledge: The Case of Chemical Technology and its Textbooks 761-778 GABOR PALLO Encyclopedia as Textbook 719—799 MANOLIS PATINIOTIS / Textbooks at the Corssroads: Scientific and Philosophical Textbooks in 18th Century Greek Education 801-822 GEORGIA PETROU / Translation Studies and the History of Science: The Greek Textbooks of the 18th Century 823-840 IRINA GOUZEVITCH / The Editorial Policy as a Mirror of Petrine Reforms: Textbooks and Their Translators in Early 18th Century Russia 841-862 KATHRYN M. OLESKO / Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future 863-880 Contributors Volume Contents/Author Index