Instructional Misconceptions in Acid-Base Equilibria: An Analysis from a History and Philosophy of Science Perspective

The implications of history and philosophy of chemistry are explored in the context of chemical models. Models and modeling provide the context through which epistemological aspects of chemistry can be promoted. In this work, the development of ideas and models about acids and bases (with emphasis on the Arrhenius, the Brønsted–Lowry, and the Lewis models) are presented. In addition, misconceptions (alternative and instructional ones) on acid-base (ionic) equilibria are examined from the history and philosophy of science perspective. The relation between the development of the models and students misconceptions are investigated. Finally, the hypothesis that history and philosophy could help educators anticipate students misconceptions is examined.     

A Graduate Programme in History,Philosophy and Science Teaching in Brazil

This paper discusses a Master's degree in History, Philosophy and Science Teaching recently created in Brazil. The paper will report alocal experience but its analysis raises questions of general interest, in particular to less developed countries. This interest concerns firstly the challenges of doing research and educating people in science teaching, and developing a scientific culture, and secondly the institutional obstacles that face new and/or interdisciplinary research groups. We anticipate the conclusion that in Brazilian conditions of today projects from emergent andinterdisciplinary groups can be damaged by political, cultural and institutionalobstacles.     

Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project

This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners?? perspectives are explicitly taken into account. Teaching methods comprise student-centered activities as creative writing for understanding science and scientists and role-play activities. Emphasis is laid on experimental work which is performed with the help of true-to-the-original replications of historical apparatus, especially built for this purpose. A new characteristic for NoS learning is introduced, namely the reflection corner giving the opportunity to explicitly discussing the relationship between history, knowledge acquisition, and the application of scientific findings. In order to make use of the special skills, creative potentials and experiences of teachers a symbiotic strategy for the development and evaluation process of the teaching material was adopted where a close and long-standing cooperation between science teachers and science educators could be established. On this basis the German partners were able to complete numerous case studies from the fields of mechanics, electricity, magnetism and heat.     

社会理论与社会科学哲学

社会理论与社会科学哲学的相互关系可以通过"辩证法"思路从三个方面来探讨:第一,理论来源问题;第二,哲学与科学基础;第三,相互关系的基本向度.尽管在这三个方面二者都有较大区别,但二者之间存在一种共生共变关系.     

A History of Social Science Measurement

What are the historic oriains of measurement? What v are the basic requirements for fundamental measurement? What are some common pitfalls to avoid? D o item response models meet these needs?     

科学史教育的哲学透视

将科学史融入科学课程以加强科学史教育,已成为欧美等发达国家科学教育改革的大趋势,也是我国当前科学课程改革的重要课题。当代科学哲学的研究,尤其是库恩的历史主义科学观、费耶阿本德的人本主义科学观和后现代科学观,以及萨顿的新人文主义科学教育观和科学素养教育观等,对科学史教育产生了积极的影响。     

哲学社会科学的使命

哲学社会科学认识世界、把握世界的视野,对文明的积淀与传承及其人文特性是自然科学不可替代的。哲学社会科学在新时期肩负着重大使命:哲学社会科学对国家命运的决策起着关键性的作用;对人们世界观、人生观起着导向作用;对于文化、文明的概括、总结和提升起着决定性作用;对于提升国家的综合国力、社会的全面繁荣起着促进作用;对自然、人类思维具有预见、前瞻性作用。     

A Reconstruction of Structure of the Atom and Its Implications for General Physics Textbooks: A History and Philosophy of Science Perspective

Recent research in science education has recognized the importance of history and philosophy of science. The objective of this study is to evaluate the presentation of the Thomson, Rutherford, and Bohr models of the atom in general physics textbooks based on criteria derived from history and philosophy of science. Forty-one general physics textbooks (all published in the United States) were evaluated on two criteria based on Thomson's work, three on Rutherford's work, and three on Bohr's work. Results obtained show that general physics textbooks do not systematically include a history and philosophy of science perspective. Most textbooks present an inductivist perspective in which experimental details are considered to be paramount. On the contrary, a historical reconstruction of the experimental details inevitably includes: the context in which an experiment is conducted, the theoretical framework that guides the scientist, and alternative interpretations of data that lead to conflicts and controversies. Examples are provided to show how historical reconstructions of atomic models can provide students an opportunity to appreciate how scientists work and science progresses. It is plausible to suggest that textbook presentations based on a history and philosophy of science perspective can perhaps arouse students' interest in the subject and hence lead to greater conceptual understanding.     

政策与政策问题的关系: 教育学的视角

揭示政策与政策问题之间的关系, 是理解决策活动与现实联系的重要组成部分。政策与问题之间的关系是交互影响的关系。政策与政策问题之间的关系则是间接的、动态的、非线性的和不对称的。五大类关系把握的好坏, 影响着决策全过程, 决定着决策质量水平的高低。     

Carl Hempel's Philosophy of Science: How to Avoid Epistemic Discontinuity and Pedagogical Pitfalls

Mathematical theories are essential for explanations in physics, chemistry andengineering. These theories often incorporate functions that are defined by theirrelation to other variables in the theory but not with reference to experimentalobservations. The wave function in quantum mechanics is perhaps one of thebest known example of such function, even though classical theories also providemany examples of such functions. These functions, which seem to hang in thin airdisconnected to experimental data, offer a daunting challenge to the instructor. Inthis article we consider the epistemic status of such functions and a method ofintroducing them to the students, a method that does not distort the original theory.We build our model for explanation on Hempel's analysis of relation between theoryand experiment and refine it further to show their roles in concept formation.     

History and Philosophy of Science as a Continuation of Science by Other Means

History and philosophy of science can serve the function of investigating scientific questions that are excluded by science itself. Because many things need to be protected from questioning and criticism in specialist science, its demonstrated effectiveness is also unavoidably accompanied by a loss of knowledge and a degree of dogmatism. History and philosophy of science can ameliorate this situation by working as a shadow discipline complementing specialist science in the production of knowledge about nature. In this enterprise the connection between philosophy of science and history of science is essential, since the questions that get consigned to the realm of philosophy are often, and not accidentally, the same ones buried in the historical record of past science. Some examples are given illustrating the complementary mode of history and philosophy of science, and its relations to other modes of study in history of science and philosophy of science are also examined.     

Models in Physics: Some Pedagogical Reflections based on The History of Science

This study aimed to assess the influence of a philosophy of science (POS) course on science teachers’ views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science‐methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire — Form C coupled with individual interviews was used to assess participants’ NOS views at the beginning and conclusion of the study. Participants’ lesson plans and NOS‐specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants’ discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre‐college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings.