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65History, philosophy, and science teaching: The present rapprochementScience & Education 1 (1): 11-47. 1992.
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2James T. Robinson's account of philosophy of science and science teaching: Some lessons for today from the 1960sScience Education 81 (3): 295-315. 1997.
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18A Bibliography for philosophy and constructivism in science educationScience & Education 6 (1): 197-201. 1997.
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30Introductory comments on philosophy and constructivism in science educationScience & Education 6 (1-2): 5-14. 1997.
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24Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational SuggestionsScience & Education 10 (1-2): 119-135. 2001.
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25The Nature of Science and Science Education: A BibliographyScience & Education 10 (1): 187-204. 2001.Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how s…Read more
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15Thomas Kuhn's impact on science education: What lessons can be learned?Science Education 88 (1): 90-118. 2004.
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26Reappraising positivism and education: The arguments of Philipp Frank and Herbert FeiglScience & Education 13 (1-2): 7-39. 2004.
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41Models in science and in science education: an introductionScience & Education 16 (7-8): 647-652. 2007.
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4Old wine in new bottles: A problem with constructivist epistemologyPhilosophy of Education. forthcoming.
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45History, philosophy and science teaching what can be done in an undergraduate course?Studies in Philosophy and Education 10 (1): 93-97. 1990.This paper describes an attempt to introduce philosophy and history of science to pre-service science teachers. I argue briefly for the view that science in the schools cannot be taught without implicitly assuming a particular philosophy of science. Therefore, both philosophy and history of science are necessary components of undergraduate science education courses.
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81A role for history and philosophy in science teachingEducational Philosophy and Theory 20 (2). 1988.It is thirty years since the last major reforms of science education. many believe that it is time for reappraisal of these earlier curricula, and for the renewal of science education-its content, aims, methods. also, and importantly, there is a renewed interest in the preparation of science teachers. this essay is a contribution to that task
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45Reflections on 25 Years of Journal EditorshipScience & Education 24 (5-6): 749-805. 2015.These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by …Read more
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695Science Teaching: The Role of History and Philosophy of ScienceRoutledge. 1994.History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be …Read more
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197History, philosophy, and science teaching: A brief reviewSynthese 80 (1). 1989.School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaborat…Read more
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206International Handbook of Research in History, Philosophy and Science Teaching (edited book)Springer. 2014.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 …Read more
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