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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 cover the 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 thatthe 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. 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.
Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University
This handbook gathers the fruits of over thirty years' research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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 thatthe 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. 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.
Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University
This handbook gathers the fruits of over thirty years' research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
"Science educators will be grateful for this unique, encyclopaedic handbook, which provides a balanced guide to the whole spectrum of research on the inclusion of history and philosophy in science teaching." -- Gerald Holton, Physics Department, Harvard University
"This handbook is the most comprehensive attempt at bridging the worldwide "two cultures" gap in education. It gathers the fruits of over thirty years' research by a growing international and cosmopolitan community." -- Fabio Bevilacqua, Physics Department, University of Pavia
"This handbook is the most comprehensive attempt at bridging the worldwide "two cultures" gap in education. It gathers the fruits of over thirty years' research by a growing international and cosmopolitan community." -- Fabio Bevilacqua, Physics Department, University of Pavia
"The Handbook edited by Michael R. Matthews is quite welcome in the domain of science education (SE). ... The Handbook invites us to continue and sustain a dialogue among educators, SE researchers, historians and philosophers of science, and students at many levels. ... the International Handbook of Research in History, Philosophy and Science Teaching provides substantial information and solid arguments that are the sole weapons to fight our battles." (Zuraya Monroy-Nasr, Science and Education, Vol. 24, 2015)