Max Scheler
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Science education and culture

the contribution of history and philosophy of science

herausgegeben vonFabio Bevilacqua Enrico Giannetto Michael R. Matthews

Details | Inhaltsverzeichnis

History in science education, with cautionary tales about the agreement of measurement and theory J. L. Heilbron

pp.5-15

https://doi.org/10.1007/978-94-010-0730-6_1
Scientific culture and public education Alberto Cordero

pp.17-29

https://doi.org/10.1007/978-94-010-0730-6_2
Galileo and the rhetoric of relativity Peter Machamer

pp.31-40

https://doi.org/10.1007/978-94-010-0730-6_3
Fostering the history of science in American science education

pp.41-52

https://doi.org/10.1007/978-94-010-0730-6_4
Nature-of-science literacy in benchmarks and standards

post-modern/relativist or modern/realist?

Ron Good James Shymansky

pp.53-65

https://doi.org/10.1007/978-94-010-0730-6_5
The epic narrative of intellectual culture as a framework for curricular coherence Robert N. Carson

pp.67-82

https://doi.org/10.1007/978-94-010-0730-6_6
History, philosophy and sociology of science in science education

results from the third international mathematics and science study

Hsingchi A. Wang William H. Schmidt

pp.83-102

https://doi.org/10.1007/978-94-010-0730-6_7
Instrumentality, hermeneutics and the place of science in the school curriculum James Donnelly

pp.109-127

https://doi.org/10.1007/978-94-010-0730-6_8
The primacy of cognition — or of perception?

a phenomenological critique of the theoretical bases of science education

Bo Dahlin

pp.129-151

https://doi.org/10.1007/978-94-010-0730-6_9
Constructivism in school science education

powerful model or the most dangerous intellectual tendency?

E. W. Jenkins

pp.153-164

https://doi.org/10.1007/978-94-010-0730-6_10
Philosophy of chemistry

an emerging field with implications for chemistry education

Sibel Erduran

pp.165-177

https://doi.org/10.1007/978-94-010-0730-6_11
Can the theory of narratives help science teachers be better storytellers? Fritz Kubli

pp.179-183

https://doi.org/10.1007/978-94-010-0730-6_12
Values in science

an educational perspective

Douglas Allchin

pp.185-196

https://doi.org/10.1007/978-94-010-0730-6_13
Which way is up?

Thomas S. Kuhn's analogy to conceptual development in childhood

Alexander T. Levine

pp.197-212

https://doi.org/10.1007/978-94-010-0730-6_14
Saving Kuhn from the sociologists of science Robert Nola

pp.213-226

https://doi.org/10.1007/978-94-010-0730-6_15
The effect of a history-based course in optics on students' views about science Igal Galili Amnon Hazan

pp.229-254

https://doi.org/10.1007/978-94-010-0730-6_16
Scientific controversies in teaching science

the case of volta

Nahum Kipnis

pp.255-271

https://doi.org/10.1007/978-94-010-0730-6_17
Newton and colour

the complex interplay of theory and experiment

Roberto de Andrade Martins

pp.273-291

https://doi.org/10.1007/978-94-010-0730-6_18
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

Michael R. Matthews

pp.293-309

https://doi.org/10.1007/978-94-010-0730-6_19
Reconstructing the basic concepts of general relativity from an educational and cultural point of view Olivia Levrini

pp.311-326

https://doi.org/10.1007/978-94-010-0730-6_20
The contribution of the history of physics in physics education

a review

Fanny Seroglou Panagiotis Koumaras

pp.327-346

https://doi.org/10.1007/978-94-010-0730-6_21

Publication details

Publisher: Springer

Ort: Dordrecht

Year: 2001

Seiten: 362

ISBN (hardback): 978-0-7923-6973-8

ISBN (digital): 978-94-010-0730-6

Referenz:

Bevilacqua Fabio, Giannetto Enrico, Matthews Michael R. (2001) Science education and culture: the contribution of history and philosophy of science. Dordrecht, Springer.