International Handbook of Research in History, Philosophy and Science Teaching

Michael R. Matthews

Jul 2014 · Springer

About this ebook

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

About the author

Michael R. Matthews is an associate professor in the School of Education at the University of New South Wales. He is also founding editor of the journal Science & Education. He has degrees from the University of Sydney in science, philosophy, psychology, history and philosophy of science, and education. His PhD is in philosophy of education from the University of New South Wales. He has taught science in high school, and lectured in Education at Sydney Teachers' College and the University of New South Wales. He was the Foundation Professor of Science Education at The University of Auckland (1992-93). He has published in philosophy of education, history and philosophy of science, and science education.