About this book series
Efforts to leverage the history and philosophy of science (HPS) to improve science education have a long and productive history. This book series serves as a venue for science education and HPS scholars to continue this tradition. Thoughtful consideration of the synergistic relationships among HPS and science education can improve science teaching and learning, science education policy and outreach, and the teaching and learning of HPS. Science education efforts to improve teaching and learning about the nature of science (NOS) should obviously be informed by HPS scholarship, but HPS also offers much for improving science teaching more generally. For instance, HPS plays an important role in teaching and learning for authentic conceptual understanding; making clear how such understanding requires all students to at times abandon everyday reasoning when learning particular science ideas. Science education scholarship, in turn, can assist efforts among HPS scholars to promote public engagement with science and HPS. Recent emphasis on engineering and technology in science education calls for historians and philosophers in those disciplines to contribute their expertise in promoting a robust STEM education and avoiding undesired and unanticipated problems. This series is directed toward publishing authoritative books that overtly address how history and philosophy can and should inform science education. This series complements the journal Science & Education (http://www.springer.com/journal/11191). Questions regarding author ideas for book proposals should be directed to the Series Editor, Michael Clough (mclough@tamu.edu). Book proposals are to submitted to the Publishing Editor: Claudia Acuna (Claudia.Acuna@springer.com).
- Electronic ISSN
- 2520-8608
- Print ISSN
- 2520-8594
- Series Editor
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- Michael P. Clough
Book titles in this series
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Transforming Teacher Education Through the Epistemic Core of Chemistry
Empirical Evidence and Practical Strategies
Abstracted and indexed in
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- SCOPUS