Science Teaching: The Contribution of History and Philosophy of Science, 20th Anniversary Revised and Expanded Edition

479 Pages·2014·2.08 MB·English

by  Michael R. Matthews

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.
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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
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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
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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