International Handbook of Research in History, Philosophy and Science Teaching

Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects
Cover of the book International Handbook of Research in History, Philosophy and Science Teaching by , Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9789400776548
Publisher: Springer Netherlands Publication: July 3, 2014
Imprint: Springer Language: English
Author:
ISBN: 9789400776548
Publisher: Springer Netherlands
Publication: July 3, 2014
Imprint: Springer
Language: English

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 generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject.
The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion.
The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators.

Science educators will be grateful for**this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University

* *

*This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community * Fabio Bevilacqua, Physics Department, University of Pavia

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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 generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject.
The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion.
The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators.

Science educators will be grateful for**this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University

* *

*This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community * Fabio Bevilacqua, Physics Department, University of Pavia

More books from Springer Netherlands

Cover of the book Trust: The Tacit Demand by
Cover of the book The Dynamic Body Tissues by
Cover of the book Interpretation of Law in the Age of Enlightenment by
Cover of the book Wind Bands and Cultural Identity in Japanese Schools by
Cover of the book Advances in Mitochondrial Medicine by
Cover of the book The Ethics of Managed Care: Professional Integrity and Patient Rights by
Cover of the book Transient Receptor Potential Channels by
Cover of the book Edible Medicinal and Non-Medicinal Plants by
Cover of the book Biological Models in Radiopharmaceutical Development by
Cover of the book Defense and the Environment: Effective Scientific Communication by
Cover of the book Practice-based Learning in Higher Education by
Cover of the book The Rational as Reasonable by
Cover of the book Phosphorus in Agriculture: 100 % Zero by
Cover of the book Dynamics of Complex Quantum Systems by
Cover of the book MR Imaging of Laryngeal Cancer by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy