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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 coverthe field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject.

The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion.

The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook's broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators.

DOI: 10.1007/978-94-007-7654-8

Full citation:

Introduction

Matthews Michael R.

1-15

Pendulum motion

Matthews Michael R.

19-56

Using history to teach mechanics

Gauld Colin

57-95

Teaching optics

Galili Igal

97-128

Teaching and learning electricity

Guisasola Jenaro

129-156

The role of history and philosophy in research on teaching and learning of relativity

Levrini Olivia

157-181

Meeting the challenge

Greca Ileana M.; Freire Olival

183-209

Teaching energy informed by the history and epistemology of the concept with implications for teacher education

Bächtold Manuel; Guedj Muriel

211-243

Teaching about thermal phenomena and thermodynamics

Besson Ugo

245-283

Philosophy of chemistry in chemical education

Erduran Sibel; Mugaloglu Ebru Z

287-315

The place of the history of chemistry in the teaching and learning of chemistry

Berg C.; de Berg Kevin C

317-341

Historical teaching of atomic and molecular structure

Garritz Andoni

343-374

History and philosophy of science and the teaching of evolution

Kampourakis Kostas; Nehm Ross H.

377-399

History and philosophy of science and the teaching of macroevolution

Nehm Ross H.; Kampourakis Kostas

401-421

Twenty-first-century genetics and genomics

Gericke Niklas M.; Smith Mike U.

423-467

The contribution of history and philosophy to the problem of hybrid views about genes in genetics teaching

Niño El-Hani Charbel; Almeida Maria; M. Magalhães João Carlos

469-520

Contextualising the teaching and learning of ecology

Lefkaditou Ageliki; Korfiatis Konstantinos; Hovardas Tasos

523-550

Teaching controversies in earth science

Dolphin Glenn; Dodick Jeff

553-599

Perspectives of history and philosophy on teaching astronomy

Tignanelli Horacio; Benétreau-Dupin Yann

603-640

The science of the universe

Kragh Helge

643-665

History of mathematics in mathematics education

Fried Michael N.

669-703

Philosophy and the secondary school mathematics classroom

Rowlands Stuart

705-730

A role for quasi-empiricism in mathematics education

Glas Eduard

731-753

History of mathematics in mathematics teacher education

Clark Kathleen M.

755-791

The role of mathematics in liberal arts education

Grabiner Judith V.

793-836

The role of history and philosophy in university mathematics education

Hoff Kjeldsen Tinne; Carter Jessica

837-871

On the use of primary sources in the teaching and learning of mathematics

Thomas Jankvist Uffe

873-908

Nature of science in the science curriculum

Hodson Derek

911-970

The development, use, and interpretation of nature of science assessments

Lederman Norman G.; Bartos Stephen A.; Lederman Judith S.

971-997

New directions for nature of science research

Irzik Gürol; Nola Robert

999-1021

Appraising constructivism in science education

Slezak Peter

1023-1055

Postmodernism and science education

Mackenzie Jim; Good Ron; Brown James M; Brown James Christian; Brown Robert

1057-1086

Philosophical dimensions of social and ethical issues in school science education

Couló Ana C.

1087-1117

Social studies of science and science teaching

Kutrovátz Gábor; Zemplén Gábor Á.

1119-1141

Generative modelling in physics and in physics education

Koponen Ismo T.; Tala Suvi

1143-1169

Models in science and in learning science

Passmore Cynthia; Svoboda Gouvea Julia; Giere Ronald N.

1171-1202

Laws and explanations in biology and chemistry

Dagher Zoubeida R.; Erduran Sibel

1203-1233

Thought experiments in science and in science education

Asikainen Mervi A.; Hirvonen Pekka E.

1235-1256