The International History, Philosophy and Science Teaching
Group is pleased to announce the availability of the book,
SCIENCE EDUCATION AND CULTURE: THE CONTRIBUTION OF HISTORY
AND PHILOSOPHY OF SCIENCE (Kluwer Academic Publishers,
Dordrecht, 2001) at the considerably discounted rate of USD27
(plus postage).
The book of 360 pages contains 21 papers selected from the
group's 5th International Conference held at Pavia University
and Lake Como in November 1999.
Details of the book follow, as does an order form that can be
returned electronically .
Regards,
A/Professor Michael R. Matthews
Secretary, International History, Philosophy and Science
Teaching Group
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SCIENCE EDUCATION AND CULTURE
THE CONTRIBUTION OF HISTORY AND PHILOSOPHY OF SCIENCE
Fabio Bevilacqua, Enrico Giannetto
& Michael R. Matthews (eds.)
Kluwer Academic Publishers, Dordrecht, 2001.
(360pp, USD27 / AUD55)
This anthology contains 21 papers authored by prominent
historians and philosophers of science, philosophers of
education, science educators and science teachers. It is
expansive in its subject matter, and detailed in its
analysis.
The papers are drawn from the joint conference of the
International History, Philosophy and Science Teaching Group
and the History of Physics Division of the European Physical
Society held at Pavia University and Lake Como in September
1999. The conference was part of Pavia University's Volta
Bicentennary celebrations.
The common thread in all papers is the contribution that the
history and philosophy of science makes to theoretical,
curricular and pedagogical issues in science education.
CONTENTS
PART ONE: HISTORY OF SCIENCE, EDUCATION AND CULTURE
1. JOHN HEILBRON / History and Science Education: Cautionary
Tales about the Agreement of Measurement and Theory
2. ALBERTO CORDERO / Scientific Culture and Public Education
3. PETER MACHAMER / Galileo and the Rhetoric of Relativity
4. F. JAMES RUTHERFORD / Fostering the History of Science in
American Science Education
5. RON GOOD & JAMES SHYMANSKY / Nature-of-Science Literacy in
Benchmarks and Standards: Postmodern/Relativist or
Modern/Realist?
6. ROBERT N. CARSON / The Epic Narrative of Intellectual
Culture as a Framework for Curricular Coherence
7. HSINGCHI A. WANG & WILLIAM H. SCHMIDT / History,
Philosophy and Sociology of Science (HPSS) in Science
Education: Results from the Third International Mathematics
and Science Study
PART TWO: FOUNDATIONAL ISSUES IN SCIENCE EDUCATION
8. JAMES DONNELLY / Instrumentality, Hermeneutics and the
Place of Science in the School Curriculum
9. BO DAHLIN / The Primacy of Cognition or of Perception? A
Phenomenological Critique of the Theoretical Bases of Science
Education
10. EDGAR JENKINS / Constructivism in School Science
Education: Powerful Model or the Most Dangerous Intellectual
Tendency?
11. SIBEL ERDURAN / Philosophy of Chemistry: An Emerging
Field with Implications for Chemistry Education
12. FRITZ KUBLI / Narratives in Science Teaching: Some
Results from an Investigation into Students' Interests
13. DOUGLAS ALLCHIN / Values in Science: An Educational
Perspective
14. ALEXANDER T. LEVINE / Which Way is Up? Thomas Kuhn's
Analogy to Conceptual Development in Childhood
15. ROBERT NOLA / Saving Kuhn from the Sociologists
PART THREE: HISTORY, PHILOSOPHY AND PHYSICS EDUCATION
16. IGAL GALILI & AMNON HAZAN / The Effect of a History-Based
Course in Optics on Students' Views about Science
17. NAHUM KIPNIS / Scientific Controversies in Teaching
Science: The Case of Volta
18. ROBERTO DE ANDRADE MARTINS & CIBELLE CELESTINO SILVA /
Newton and Colour: The Complex Interplay of Theory and
Experiment
19. MICHAEL R. MATTHEWS / 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
20. OLIVIA LEVRINI / Reconstructing the Basic Concepts of
General Relativity from an Educational and Cultural Point of
View
21. FANNY SEROGLOU & PANAGIOTIS KOUMARAS / The Contribution
of the History of Physics in Physics Education: A Review
NAME INDEX
SUBJECT INDEX
This volume could serve as a Handbook for anyone interested
in a liberal approach to science education. It analyzes the
philosophical assumptions that guide teaching and curricula
proposals in a variety of countries and makes practical
suggestions for incorporating new materials and new
approaches.
People who make policy concerning science education ought to
read this book. Science teachers and others curious about the
nature of science will enjoy reading it. The initiative to
bring historians and philosophers of science and
professionals in the field of science education together has
now produced a definitive work of mature scholarship.
Noretta Koertge, History & Philosophy of Science, Indiana
University
The Pavia/Como conference was dedicated to connecting history
of science with science teaching and was the most thought-
provoking that I have attended in any field. Scientists,
historians, philosophers, and educators learnt from one
another.
This selection of papers contains a gold mine of ideas not
only for teaching physics, chemistry, and biology but also
for reflecting on the place of science in society.
Sanjoy Mahajan, Cavendish Laboratory, Cambridge University
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ORDER FORM
SCIENCE EDUCATION AND CULTURE
Fabio Bevilacqua, Enrico Giannetto & Michael R. Matthews
(eds.)
Kluwer Academic, Dordrecht, October 2001, pp. 360, USD27,
AUD55
Please air mail ____ copies of Science Education and Culture
at the International History, Philosophy and Science Teaching
Group discount rate of USD27/AUD55. Plus postage of USD5
(international orders) or AUD5 (Australian orders) per book.
Cheques to 'International History Philosophy. & Science
Teaching Group'[
NAME:
ADDRESS:
CREDIT CARD NUMBER:
EXPIRY DATE:
Return to: A/Prof. Michael R. Matthews, School of Education,
UNSW, Sydney 2052, Australia, or email order information to
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