Science Teaching: The Contribution of History and Philosophy of Science, 20th Anniversary Revised and Expanded Edition PDF
Preview Science Teaching: The Contribution of History and Philosophy of Science, 20th Anniversary Revised and Expanded Edition
Science Teaching ‘This is a transformative book. It provides an enlightening cartography of the uses of history and philosophy in the science classroom. No one interested in science teaching or science culture should be without a copy of this updated classic.’ Alberto Cordero, Philosophy Program, The CUNY Graduate Center and Queens College CUNY, USA ‘This book’s importance transcends science education. Its coverage of topics such as the impact of constructivism on education provides the book with a universal importance. I strongly recommend it to everyone interested in teaching and learning.’ John Sweller, School of Education, University of New South Wales, Australia ‘The Pendulum chapter is a masterpiece! It should be considered obligatory reading for everyone who aims at becoming a science (especially physics) teacher.’ Ricardo Karam, Physikdidaktik, Universität Hamburg, Germany ‘Science Education is a rigorous and necessary resource for science education researchers, policy makers and practitioners.’ Sibel Erduran, School of Education, University of Limerick, Ireland Michael R. Matthews is an Honorary Associate Professor in the School of Education at the University of New South Wales, Australia. He is Founding Editor of the international journal Science & Education; Founding President of the International History, Philosophy and Science Teaching Group; and President of the Inter-Divisional Teaching Commission of the International Union of History and Philosophy of Science. He has trained, taught and pub - lished in science education and in history and philosophy of science. This page intentionally left blank Science Teaching The Contribution of History and Philosophy of Science 20th Anniversary Revised and Expanded Edition Michael R. Matthews Second Edition published 2015 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Taylor & Francis The right of Michael R. Matthews to be identified as author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First edition published by Routledge 1994 Library of Congress Cataloging in Publication Data Matthews, Michael R. Science teaching: the contribution of history and philosophy of science, 20th anniversary revised and expanded edition/Michael R. Matthews. – Second edition. pages cm Includes bibliographical references and index. 1. Science – Study and teaching – History. 2. Science – Study and teaching – Philosophy. 3. Science teachers – Training of. I. Title. Q181.M183 2014 507.1—dc23 2014009781 ISBN: 978–0–415–51933–5 (hbk) ISBN: 978–0–415–51934–2 (pbk) ISBN: 978–0–203–12305–8 (ebk) Typeset in Sabon by Florence Production Ltd, Stoodleigh, Devon, UK For my daughters: Clare, Alice and Amelia This page intentionally left blank Brief contents Preface (2014) xiii Preface (1994) xvii Acknowledgements xxi 1 The Rapprochement Between History, Philosophy and Science Education 1 2 The Enlightenment Tradition in Science Education 23 3 Historical and Current Developments in Science Curricula 58 4 History of Science in the Curriculum and in Classrooms 106 5 Philosophy in Science and in Science Classrooms 151 6 HistoryandPhilosophyin theClassroom:Pendulum Motion 211 7 History and Philosophy in the Classroom: Joseph Priestley and the Discovery of Photosynthesis 270 8 Constructivism and Science Education 299 9 A Central Issue in Philosophy of Science and Science Education: Realism and Anti-Realism 329 10 Science, Worldviews and Education 350 11 The Nature of Science and Science Teaching 387 12 Philosophy and Teacher Education 412 Author Index 441 Subject Index 447 This page intentionally left blank Contents Preface (2014) xiii Preface (1994) xvii Acknowledgements xxi 1 The Rapprochement Between History, Philosophy and Science Education 1 Philosophers and Historians Engage with Science Education 1 History and Philosophy of Science: A Partnership 3 Science and Liberal Education 5 History, Philosophy and Technical Education 6 Problems with Science Education 7 Occult and Pseudoscientific Belief 9 Critics of Science 12 Curriculum Developments 13 Conclusion 14 Notes 15 References 16 2 The Enlightenment Tradition in Science Education 23 The European Enlightenment 23 The Enlightenment Tradition 27 Joseph Priestley as Educator 29 Ernst Mach: Philosopher, Scientist, Educator 33 The Positivist Tradition 37 John Dewey 45 Spread of Science Education and Enlightenment Ideas 46 Conclusion 51 Notes 51 References 53 3 Historical and Current Developments in Science Curricula 58 Natural Philosophy in the Curriculum 58 US Science Education to the 1950s 59 National Science Foundation Curricula (1950s–1960s) 62
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