000 05123nam a22005895i 4500
001 978-981-16-0558-1
003 MN-UlMNUE
005 20230201140244.0
007 cr nn 008mamaa
008 210602s2021 si | s |||| 0|eng d
020 _a9789811605581
024 7 _a10.1007/978-981-16-0558-1
_2doi
040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
_dMN-UlMNUE
_erda
041 _aENG
050 4 _aQ181-183.4
072 7 _aJNU
_2bicssc
072 7 _aPD
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aMatthews, Michael R.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92317
245 1 0 _aHistory, Philosophy and Science Teaching: A Personal Story
_h[electronic resource] /
_cby Michael R. Matthews.
250 _a1st ed. 2021.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2021.
300 _aXXV, 298 p. 14 illus., 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Catholic Family and Education -- Chapter 2. Science Degree, Teacher Training and Science Teaching -- Chapter 3. Further Studies: Psychology, Philosophy and Philosophy of Education -- Chapter 4. Teaching at Teachers College and University of New South Wales -- Chapter 5. Political Interlude: Sydney City Council (1980-85) -- Chapter 6. History, Philosophy and Science Teaching: The Beginning -- Chapter 7. Constructivism in Science Education and a HPST Roadmap -- Chapter 8. HPS and Worldviews in Science Classrooms -- Chapter 9. Idealism in Cultural Studies and Realism of Mario Bunge -- Chapter 10. Philosophy and HPS in Teacher Education.
520 _aThis book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education. "Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. This is an essential read for anyone interested in science education." — Michael J. Reiss, Professor of Science Education, University College London "The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum." — Eric Scerri, Chemistry Department, University of California Los Angeles "Matthews records his intellectual maturation and career in a rich personal narrative. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching." — Roland M. Schulz, Centre for Imagination in Research, Culture and Education, Simon Fraser University.
650 0 _aScience—Study and teaching.
650 0 _aEducation—Philosophy.
_91473
650 0 _aScience—Philosophy.
650 0 _aScience—History.
_92319
650 0 _aEducation—Curricula.
_91410
650 1 4 _aScience Education.
_91525
650 2 4 _aPhilosophy of Education.
_91475
650 2 4 _aPhilosophy of Science.
_92320
650 2 4 _aHistory of Science.
_92321
650 2 4 _aCurriculum Studies.
_91414
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811605574
776 0 8 _iPrinted edition:
_z9789811605598
776 0 8 _iPrinted edition:
_z9789811605604
856 4 0 _uhttps://doi.org/10.1007/978-981-16-0558-1
942 _2ddc
_cEBOOK
999 _c105487
_d105487