Lawson's Shoehorn, or Should the Philosophy of Science Be Rated ‘X’?

Lawson's (2002) interpretations of Galileo's discovery of the moons of Jupiter and other cases exhibit several historical errors, addressed here both specifically and generally. They illustrate how philosophical preconceptions can distort history and thus lessons about the nature of science.     

Values in Science: An Educational Perspective

Science is not value-free, nor does it provide the only model of objectivity. Epistemic values guide the pursuit and methods of science. Cultural values, however, inevitably enter through individual practitioners. Still, the social structure of science embodies a critical system of checks and balances, and it is strengthened by a diversity of values, not fewer. Science also exports values to the broader culture, both posing new values- questions based on new discoveries, and providing a misleading model for rational decision-making. Science teachers who understand the multi-faceted relationship between science and values can guide students more effectively in fully appreciating the nature of science through reflexive exercises and case studies.     

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.     

Rekindling Phlogiston: From Classroom Case Study to Interdisciplinary Relationships

First, I show how to use the concept of phlogiston to teach oxidation and reduction reactions, based on the historical context of their discovery, while also teaching about the history and nature of science. Second, I discuss the project as an exemplar for integrating history, philosophy and sociology of science in teaching basic scientific concepts. Based on this successful classroom experience, I critique the application of common constructivist themes to teaching practice. Finally, this case shows, along with others, how the classroom is not merely a place for applying history, philosophy or sociology, but is also a site for active research in these areas. This potential is critical, I claim, for building a stable, permanent interdisciplinary relationships between these fields.