Science Education and Culture

1. Front Matter

   Pages i-xv

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2. History of Science, Education and Culture

   1. Front Matter

      Pages 1-3

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   2. History in Science Education, with Cautionary Tales about the Agreement of Measurement and Theory

      • J. L. Heilbron

      Pages 5-15

   3. Scientific Culture and Public Education

      • Alberto Cordero

      Pages 17-29

   4. Galileo and the Rhetoric of Relativity

      • Peter Machamer

      Pages 31-40

   5. Fostering the History of Science in American Science Education

      • F. James Rutherford

      Pages 41-52

   6. Nature-of-Science Literacy in Benchmarks and Standards: Post-Modern/Relativist or Modern/Realist?

      • Ron Good, James Shymansky

      Pages 53-65

   7. The Epic Narrative of Intellectual Culture as a Framework for Curricular Coherence

      • Robert N. Carson

      Pages 67-82

   8. History, Philosophy and Sociology of Science in Science Education: Results from the Third International Mathematics and Science Study

      • Hsingchi A. Wang, William H. Schmidt

      Pages 83-102

3. Foundational Issues in Science Education

   1. Front Matter

      Pages 103-107

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   2. Instrumentality, Hermeneutics and the Place of Science in the School Curriculum

      • James Donnelly

      Pages 109-127

   3. The Primacy of Cognition — or of Perception? A Phenomenological Critique of the Theoretical Bases of Science Education

      • Bo Dahlin

      Pages 129-151

   4. Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency?

      • E. W. Jenkins

      Pages 153-164

   5. Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education

      • Sibel Erduran

      Pages 165-177

   6. Can the Theory of Narratives Help Science Teachers be Better Storytellers?

      • Fritz Kubli

      Pages 179-183

   7. Values in Science: An Educational Perspective

      • Douglas Allchin

      Pages 185-196

   8. Which Way Is Up? Thomas S. Kuhn’s Analogy to Conceptual Development in Childhood

      • Alexander T. Levine

      Pages 197-212

   9. Saving Kuhn from the Sociologists of Science

      • Robert Nola

      Pages 213-226

4. History and Philosophy in Physics Education

   1. Front Matter

      Pages 227-228

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   2. The Effect of a History-Based Course in Optics on Students’ Views about Science

      • Igal Galili, Amnon Hazan

      Pages 229-254

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.

• constructivism
• education
• philosophy of science
• politics
• science

• Pavia University, Italy

  Fabio Bevilacqua, Enrico Giannetto

• University of New South Wales, Australia

  Michael R. Matthews

Policies and ethics