Linguistique de l’écrit

Revue internationale en libre accès

Livre

COPR Bookmark
184288

Science education and culture

the contribution of history and philosophy of science

Édité parFabio Bevilacqua Enrico Giannetto Michael R. Matthews

Détails | Table des matières

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

Détails de la publication

Maison d'édition: Springer

Lieu de publication: Dordrecht

Année: 2001

Pages: 362

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

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

Citation complète:

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