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ByMichael R. Matthews

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Synopsis

Acknowledgments. . . Preface. . 1. The Rapprochement Between History, Philosophy and Science Education. 1. 2. Historical Debates About the Science Curriculum. 11. . Natural Philosophy in the Curriculum. 12. . US Science Education to the 1950s. 13. . 1950s National Science Foundation Curricula. 15. . British Curricular Reform. 20. . Inquiry Learning and the Need for History and Philosophy of Science. 25. 3. Contemporary Curricular Developments. 29. . Science Literacy and the 1980s Crisis. 29. . The Responsibility of Schools. 33. . Project 2061. 35. . British National Curriculum. 45. . Science-Technology-Society Curricula. 46. 4. History of Science in the Curriculum. 49. . Reasons for History. 49. . History in US Science Curricula. 54. . History in British Science Curricula. 57. . History in Continental Science Curricula. 59. . Teaching About Air Pressure: The Contrast Between Historical and Professional Approaches. 60. . Metaphysics and Physics in the Science of Air Pressure. 64. . How to Introduce History. 70. . Opposition to History. 71. . A Defense of History. 77. 5. Philosophy in the Curriculum. 83. . Science and Philosophy. 84. . Philosophy in the Science Curriculum. 86. . Logic and Scientific Reasoning. 88. . Rationality in Science and in Science Classrooms. 93. . Ernst Mach: Philosopher, Scientist and Educator. 95. . Thought Experiments in Science. 100. . Thought Experiments and Science Education. 103. . Ethics and Science Education. 105. . Feminism and Science Education. 106. 6. History and Philosophy in the Classroom: The Case of Pendulum Motion. 109. . The Pendulum and the Science of Motion. 109. . Galileo and the Textbook. 110. . Galileo's Account of Pendulum Motion. 112. . Empirical Problems with Galileo's Account. 116. . Philosophical Problems with Galileo's Account. 118. . Post-Galileo Developments. 121. . A Comparison: Millikan and Ehrenhaft. 123. . Some Epistemological Lessons. 124. . Some Pedagogical Lessons. 131. 7. Constructivism and Science Education. 137. . What is Constructivism?. 138. . Epistemological Commitments. 139. . Ontological Commitments. 141. . Constructivist Teaching Practice. 143. . Constructivism and Inquiry Learning. 146. . Radical Constructivist Theory. 148. . Constructivism and Relativism. 158. 8. What is Science? Realism and Empiricism. 163. . Platonic Empiricism and Aristotelian Realism. 164. . Copernican and Galilean Realism and Osiander's Empiricism. 165. . Newton's Realism and Berkeley's Empiricism. 167. . Planck's Realism and Mach's Empiricism. 170. . Some Philosophical Considerations. 174. 9. Multicultural Science Education. 179. . Criticism of Science Education. 179. . The Universalist Tradition. 181. . Epistemology and Multicultural Science Education. 184. . Some Traditional Non-Western Metaphysics. 186. . What is Good Science?. 190. . History of Science and Multiculturalism. 192. . The Multiscience Thesis. 195. 10. Teacher Education. 199. . History and Philosophy of Science in Teacher Education. 200. . What Type of Course?. 202. . Teachers' Epistemology. 204. . Analogy, Metaphor and Scientific Thinking. 205. . History of Science and the Psychology of Learning. 208. . Idealizations in Science and the Learning of Science. 211. . Notes. 215. . References. 235. . Further Reading. 273. . Addresses. 275. . Index. 277.