科学教育における科学史・科学哲学の役割(第2版)<br>Science Teaching : The Contribution of History and Philosophy of Science (20 REV ANV)

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科学教育における科学史・科学哲学の役割(第2版)
Science Teaching : The Contribution of History and Philosophy of Science (20 REV ANV)

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 454 p.
  • 言語 ENG,ENG
  • 商品コード 9780415519342
  • DDC分類 507.1

Full Description


Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters-The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research-and 1,300 references, provides a solid foundation for teaching and learning in the field.

Table of Contents

Preface (2014)                                     xiii
Preface (1994) xvii
Acknowledgements xxi
1 The Rapprochement Between History, Philosophy 1 (22)
and Science Education
Philosophers and Historians Engage with 1 (2)
Science Education
History and Philosophy of Science: A 3 (2)
Partnership
Science and Liberal Education 5 (1)
History, Philosophy and Technical Education 6 (1)
Problems with Science Education 7 (2)
Occult and Pseudoscientific Belief 9 (3)
Critics of Science 12 (1)
Curriculum Developments 13 (1)
Conclusion 14 (1)
Notes 15 (1)
References 16 (7)
2 The Enlightenment Tradition in Science 23 (35)
Education
The European Enlightenment 23 (4)
The Enlightenment Tradition 27 (2)
Joseph Priestley as Educator 29 (4)
Ernst Mach: Philosopher, Scientist, Educator 33 (4)
The Positivist Tradition 37 (8)
John Dewey 45 (1)
Spread of Science Education and Enlightenment 46 (5)
Ideas
Conclusion 51 (1)
Notes 51 (2)
References 53 (5)
3 Historical and Current Developments in 58 (48)
Science Curricula
Natural Philosophy in the Curriculum 58 (1)
US Science Education to the 1950s 59 (3)
National Science Foundation Curricula 62 (5)
(1950s-1960s)
Current US Curricula Reforms 67 (10)
British Science Curricular Reform 77 (9)
Science-Technology-Society Curricula 86 (2)
Enquiry Teaching and Discovery Learning 88 (7)
Conclusion 95 (2)
Notes 97 (2)
References 99 (7)
4 History of Science in the Curriculum and in 106 (45)
Classrooms
Reasons for History 106 (6)
History in US Science Curricula: The Conant 112 (3)
Legacy
History in British Science Curricula 115 (2)
Teaching About Air Pressure 117 (5)
Metaphysics and Physics in the Science of Air 122 (6)
Pressure
Opposition to History 128 (6)
Defence of History 134 (4)
The History of Science and the Psychology of 138 (2)
Learning
Conclusion 140 (1)
Notes 141 (1)
References 142 (9)
5 Philosophy in Science and in Science 151 (60)
Classrooms
Science and Philosophy 151 (3)
Philosophy in the Science Classroom: The Law 154 (4)
of Inertia
Thought Experiments in Science 158 (8)
Thought Experiments in Science Teaching 166 (3)
Argumentation and Logical Reasoning in 169 (6)
Science Classrooms
Sociological Challenges to the Rationality of 175 (4)
Science
Ethics, Values and Science Education 179 (10)
Feminist Theory and Science Education 189 (5)
Conclusion 194 (1)
Notes 195 (3)
References 198 (13)
6 History and Philosophy in the Classroom: 211 (59)
Pendulum Motion
The Pendulum and the Foundation of Modern 211 (1)
Science
The Textbook Myth and Prehistory of the 212 (2)
Pendulum
Galileo's Account of Pendulum Motion 214 (12)
Problems with Galileo's Account and the 226 (2)
Limits of Empiricism
The Pendulum and Timekeeping 228 (2)
Huygens' Proposal of an International 230 (2)
Standard of Length
The Pendulum and Determination of the Shape 232 (1)
of the Earth
The Pendulum in Newton's Mechanics 233 (3)
Timekeeping as the Solution of the Longitude 236 (1)
Problem
Foucault's Pendulum and the Earth's Rotation 237 (1)
Some Features of Science 238 (18)
The Pendulum and Recent US Science Education 256 (5)
Reforms
Conclusion 261 (1)
Notes 262 (2)
References 264 (6)
7 History and Philosophy in the Classroom: 270 (29)
Joseph Priestley and the Discovery of
Photosynthesis
Some Appraisals of Priestley 271 (1)
Priestley's Life 272 (1)
Priestley's Publications 273 (1)
Priestley and the Enlightenment 274 (1)
Priestley's First Steps Towards the Discovery 275 (3)
of Photosynthesis
Priestley's Final Steps Towards Photosynthesis 278 (1)
Features of Science 279 (9)
Priestley in the Classroom 288 (4)
Conclusion 292 (1)
Notes 293 (2)
References 295 (4)
8 Constructivism and Science Education 299 (30)
The Rise and Fall of Constructivism 300 (1)
Versions of Constructivism 301 (2)
Constructivism as Psychology and Philosophy 303 (2)
An Evidential Dilemma 305 (1)
Constructivist Epistemology and Its Problems 306 (4)
Constructivist Ontology and Its Problems 310 (4)
Constructivist Pedagogy and Its Problems 314 (6)
Cultural Consequences of Constructivism 320 (2)
Conclusion 322 (1)
Notes 322 (1)
References 323 (6)
9 A Central Issue in Philosophy of Science and 329 (21)
Science Education: Realism and Anti-Realism
The Realist/Anti-Realist Divide 330 (1)
Astronomy: How the Heavens Work 331 (5)
Classical Physics: Newton's Realism and 336 (2)
Berkeley's Empiricism
Atomism: Realist and Non-Realist 338 (4)
Interpretations
Some Philosophical Considerations 342 (4)
Conclusion 346 (1)
Notes 346 (1)
References 347 (3)
10 Science, Worldviews and Education 350 (37)
Science, Philosophy and Worldviews: Some 352 (4)
Historical Developments
The Catholic Church's Condemnation of Atomism 356 (2)
Philosophy as the 'Handmaiden' of Religion 358 (3)
and of Politics
Science and the Spirit World 361 (4)
Education and the Spirit World 365 (1)
Traditional Non-Western Metaphysics 366 (2)
Multicultural Science Education 368 (2)
Naturalism 370 (3)
Scientism 373 (2)
Compatibility of Science and Religion 375 (2)
Conclusion 377 (2)
Notes 379 (2)
References 381 (6)
11 The Nature of Science and Science Teaching 387 (25)
William Whewell: A Precursor to Contemporary 389 (1)
NOS Debates
Current NOS Research 390 (4)
The Contribution of HPS 394 (6)
Features of Science 400 (4)
Goals of FOS Teaching 404 (1)
Conclusion 405 (1)
Notes 405 (1)
References 406 (6)
12 Philosophy and Teacher Education 412 (29)
Philosophy of Education 414 (1)
Philosophy and Clear Communication 415 (4)
Philosophy for Science Education 419 (4)
The Philosophical Health of Teacher Education 423 (7)
Is Science Education an Autonomous Discipline? 430 (3)
Conclusion 433 (2)
Notes 435 (1)
References 436 (5)
Author Index 441 (6)
Subject Index 447