Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers?? skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.     

Teaching the Nature of Science from a Philosophical Perspective

This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.

     

Introducing History (and Philosophy) of Science in the Classroom: A Field Research Experience in Italy

For quite some time, many EU and Italian Ministry of Education official documents have warmly suggested the introduction of the history and the philosophy of science in the teaching of science disciplines at school. Accordingly, there is a shared agreement between pedagogists and science historians about the efficacy of this approach towards an understanding of the current curriculum content and the Nature of Science. What is missing, at least in Italy, is a concrete fieldwork in the classroom to show the validity of these declarations. This essay is a report of the experience of introducing history and philosophy of science into junior and senior high school classrooms in Apulia (Italy). The aims of this project are: (a) to build a model of research involving high school teachers and university lecturers in the design and construction of teaching units that use the story of science and epistemology for teaching science and (b) produce evidence that this approach is effective in getting more interest from students in science. We relied on many schools for carrying out the historical-scientific teaching modules. The modules were carried out through the case study approach. In the first phase, the participating teachers were trained by University tutors on the modalities of this particular teaching approach. In the second phase, the teachers carried out the modules in their classes and finally these modules were presented in a conclusive conference. Moreover, we evaluated the efficacy of the intervention through specifically created agreement questionnaires.     

教学为什么需要哲学

教学之所以需要哲学,是因为哲学作为方法论指导教学研究,且作为思想资源促进教学理论的进步。哲学还具有帮助教师形成教学世界观的作用,促进教师认识到教学是人的世界、是探究的世界、是意义的世界。哲学指导教学研究的功能不能替代具体学科的作用,研究者借鉴哲学成果研究教学问题,要注意运用的条件。当前在教师培养上,虽注重学科知识的学习和教学技能的训练,但缺乏哲学对教师的涵养。这种缺陷不仅影响到教师对自身教学生活的领悟,也影响到对学生人生观的引导。教师要通过学习哲学以形成教学生活理想和宽容态度,提高思维品质,从而丰富和提升教师的内在精神。     

A Conceptual Analysis of Evolutionary Theory for Teacher Education

In this paper we present a schematic overview of the central concepts in evolutionary theory, setting them off against the background of widespread misconceptions about them. Our aim is to provide high school teachers with (1) an overview of those particular concepts that they can expect students to have difficulties with, (2) a comparison of students’ alternative conceptions with the corresponding accepted scientific concepts and (3) some recommendations for teaching these concepts. We aim to improve the learning and teaching of evolution by making the relevant conceptual debates within the fields of history and philosophy of science more accessible to science teachers. We intended this conceptual analysis to be of use as a teaching tool for in-service teachers, as well as biology teachers in training.     

A New Principle of Demarcation: A Modest Proposal for Science and Science Education

In light of the complaints of some that study of the history or philosophy of science could be of no value to scientists themselves, some specific advantages are discussed. Likewise, possible sources of the complaint are identified as resulting from the history of the philosophy of science movement in its attempt to use science to attack idealism, as well as the introduction of various a priori views. A remedy for scientists and science teachers is proposed by way of a new principle which seeks to demarcate those elements of the history and philosophy of science of greatest use to them.     

History,philosophy, and science teaching: The present rapprochement

This paper traces the use of, and arguments for, the history and philosophy of science in school science courses. Specific attention is paid to the British National Curriculum proposals and to the recommendations of the US Project 2061 curriculum guidelines. Some objections to the inclusion of historical material in science courses are outlined and answered. Mention is made of the Piagetian thesis that individual psychological development mirrors the development of concepts in the history of science. This introduces the topic of idealisation in science. Some significant instances are itemised where science education has, at its considerable cost, ignored work in philosophy of science. Arguments for the inclusion of the history and philosophy of science in science teacher education programmes are given. The paper finishes with a list of topical issues in present science education where collaboration between science teachers, historians, philosophers, and sociologists would be of considerable benefit.     

History,philosophy and science teaching: Current british,American and Australian developments

The history and philosophy of science components of the new British National Curriculum, and the American Association for the Advancement of Science Project 2061 curriculum guidelines are described. Some curriculum background is given to these developments; and a contemporary international project concerned with the utilization of the history and philosophy of science in science teaching and teacher education is also described. Finally the recent Discipline Review of the Training of Science and Mathematics Teachers in Australia is examined and criticised for its lack of recommendations about the need for appropriate history and philosophy of science courses to be included in science teacher education programmes. Specializations: history and philosophy of science, philosophy of education.     

Teachers' perceptions of technology education: Implications for curriculum innovation

This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by current initiatives, outside school interests and teaching programs. Specializations: investigations in science, science and technology education. Specializations: learning theories, history and philosophy of science, chemical education.     

主体间性理论与哲学社会科学的教学取向

从主体间性理论视角看哲学社会科学的教学，确认教学活动中师生间的主体间性关系。因此哲学社会科学教学过程应关注学生的主体性，加强对学生主体性研究，提升教学实效。     

研习科学史：促进科学教师的内发式专业发展

面对以探究为主要方式的科学教学,科学教师要加快自身的专业发展,使自己的教学技能、教学观念等能符合教育发展的时代要求。从科学史所蕴含的教育价值来看,在科学教师专业发展的众多途径中,科学教师研习科学史是一种可行和必不可少的选择。通过研习科学史,科学教师可实现主体性的内发式专业发展。     

论科学课程教师专业素养:挑战与发展

师资问题能否解决好关系到课程改革的成败。当前,初中《科学》课程已经在全国各试验区开设,但随着课程改革的进行,师资问题尤其是教师的专业素养已经成为制约科学课程改革的瓶颈性因素。先进的教育理念和课程观念、融合的知识结构、不断发展的教学技能和教学研究能力等是构成科学课程教师专业素养的重要内容。提高科学课程教师专业素养是一项复杂、长期、艰巨的系统工程,需要从教师自身和外部环境两方面着手。     

科学教育中的知识、方法与信念——基于科学哲学的考察

科学教育强调学生理解科学的本质,而不仅仅是知识,这是因为科学与社会之间的联系越来越紧密,凸显了将科学看作了解世界的方式在认识论上的重要性。出于个体认识论的需要、科学研究的认识论特征以及科学外行与科学家在认知劳力上的区分,科学教育的目标转向受教育个体未来的社会行动,应培育学生建立对科学的信任和维护科学的认识论权威。为实现这种目标,科学教育应从理解科学的本质转向理解真实的科学实践的本质,在科学教育中呈现真实的而非理想化的科学实践,采纳基于科学哲学模型和理论的实用主义进路。科学哲学对科学实践的新近研究,虽然可以提供理论基础,但应该与科学教育进行建设性对话,更加关注非科学家理解科学的模式,将哲学模型转化为适合学生认知水平和需要、符合教学情境的教学资源。     

科学史在高校马克思主义哲学课教学中的作用

高校马克思主义哲学课教学在大学生思想政治工作中的位置举足重轻，本文以“物质”为例，阐明了科学史与马克思主义哲学课之间水乳交融的关系。因此，当前高校哲学课教师应加强科学史内容在哲学教学中的融汇贯通的作用。     

教师哲学的理据、内涵与实践路径

教师是天然的"哲学家",哲学化是他们教育生活中不可避免的行为.传统的教师教育体系虽然也体认到这一点,但并未使教师对哲学产生浓厚的兴趣,也无法对他们的教育实践产生真实的影响,这是由于其没有充分考虑到教师学习的独特方式所致.教师哲学的诞生有助于扭转哲学在教师教育体系中的尴尬处境,并对教师的专业发展产生更加显著的作用.教师哲学是一个"三位一体"的概念,它首先是指面向教师的哲学,其次是与教师一起做哲学,最后它是基于教师自身的哲学.从国际范围来看,教师哲学的实践模式主要有三类,即支持教师撰写教学哲学陈述,构建教师哲学探究共同体以及开展"哲学家驻园(驻校)"项目.     

The pupil as philosopher

Discussion of the need for an understanding of the philosophy of science to inform classroom practice is mostly directed at clarifying the nature of science, the history of science, the nature of scientific evidence, and the nature of scientific method for curriculum developers and teachers. The discussion assumes no input from pupils. The constructivist perspective, however, assumes that pupils do not come to lessons with blank minds. What insights and questions do students bring to lessons about issues relevant to the philosophy and history of science? Can these be used to develop understanding? Classroom discussions about the energy concept imply that students have valuable ideas and questions related to the exploration of philosophical issues. Rather than developing curricula to tell students about the philosophy and history of science, this paper argues for exploration of student’s ideas and questions when abstract concepts are being discussed in the classroom.     

Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice

This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence.     

From Science Studies to Scientific Literacy: A View from the Classroom

The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.     

Can any good come out of researching in science education and being a science teacher at the same time?

Recent experience has demonstrated that for an aged researcher, teaching secondary school science at a selective high school while committed to carrying out research in science education is riddled with difficulties. With respect to the research, problems ranged from there being too much time required to establish one's credentials as a teacher, to too much research being too easily suggested and undertaken. With respect to the teaching, among other things, it was too time-consuming, there were too many other duties to perform and other teachers became too involved in one's own interests. To make matters worse, there were too many students, they were too varied, too interesting and the relationship with them became too rewarding. A thoroughly disturbing state of affairs. Specialisations: chemical education, history and philosophy of science, laboratory work, student conceptualisations.