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Titlebook: History, Philosophy and Science Teaching; New Perspectives Michael R. Matthews Book 2018 The Editor(s) (if applicable) and The Author(s), u

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發(fā)表于 2025-3-21 16:51:43 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱History, Philosophy and Science Teaching
副標(biāo)題New Perspectives
編輯Michael R. Matthews
視頻videohttp://file.papertrans.cn/428/427633/427633.mp4
概述Presents a sustained philosophically-informed examination of science, culture, and education.Shows detailed accounts of the application of history and philosophy of science in the construction and jus
叢書名稱Science: Philosophy, History and Education
圖書封面Titlebook: History, Philosophy and Science Teaching; New Perspectives Michael R. Matthews Book 2018 The Editor(s) (if applicable) and The Author(s), u
描述.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 informed awareness of its strengths and weaknesses. ?Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology.? Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’.? This paper launched the influential Machian tradition in education.. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula.? These are instances of the supportive relation of HPS&ST research to curri
出版日期Book 2018
關(guān)鍵詞HPS; History of science; Inquiry learning; NOS; Nature of Science; Philosophy of science; Science curricul
版次1
doihttps://doi.org/10.1007/978-3-319-62616-1
isbn_softcover978-3-319-87355-8
isbn_ebook978-3-319-62616-1Series ISSN 2520-8594 Series E-ISSN 2520-8608
issn_series 2520-8594
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Epistemic Practices and Science Educationize knowledge claims. Drawing from studies of science and education, this chapter argues that epistemic practices are interactional (constructed among people through concerted activity), contextual (situated in social practices and cultural norms), intertextual (communicated through a history of coh
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About the Psychological and Logical Moment in Natural Science Teaching (1890)e facts. This adaptation happens through happy circumstances, which increasingly reveal the more general similarities and subtle differences of the facts. By this, the precision of the representation of the facts by the thoughts grows, so that the latter finally become an image of the former, which
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Scientific Knowledge as a?Culture: A Paradigm for Meaningful Teaching and Learning of Sciencee is upgraded to cultural content knowledge (CCK). Physics disciplinary knowledge is considered as comprised of fundamental theories hierarchically structured in triadic model: nucleus-body-periphery representing discipline-culture. This structure supports displaying major steps of the scientific di
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Science Education, Indoctrination, and the?Hidden Curriculume use of the concept in relation to science education. The chapter then focuses on indoctrination through the hidden curriculum. Messages about the nature of science communicated in the classroom, which are not in line with the formal curriculum, are part of this hidden curriculum. It is suggested t
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