| Abstract: | There are encouraging signs that the history and philosophy of science are becoming more important in the teaching of science
and in the preparation of science teachers. This tendency is supported here by looking at the widespread treatment of Galileo's
account of pendulum motion in science texts and classrooms, indicating that it is a less than adequate account of the historical
facts, and suggesting that the teaching of this commonplace topic can be considerably enhanced if science teachers have some
familiarity with basic research in the history and philosophy of science. |
