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History, Philosophy and Science Teaching: A Personal Story
This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education.
Dilemmas of Science Teaching
This book explores sixteen contemporary issues in science education by examining the practical dilemmas these issues provoke for teachers. It is a unique book which presents student-teachers with personal and professional insights into a whole range of science topics including the laws of science, teaching ethics, laboratories and culture, gender and ethnicity. Each chapter takes as its focus one of the sixteen issues and begins with a case-study of a science lesson written by a practising teacher. This is followed by a short, reflective piece by the same teacher on how the lesson went and how opportunities for teaching and learning could be improved. This reflection is followed by commentar...
Ranulph Galnville and How to Live the Cybernetics of Unknowing
A festschrift issue of Cybernetics and Human Knowing focusing on the work of Ranulph Glanville, cybernetician, design researcher, theorist, educator and multi-platform artist/designer/performer.
Critical Issues and Bold Visions for Science Education
Critical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using ric...
IBSS: Sociology: 1993 Vol 43
This bibliography lists the most important works published in sociology in 1993. Renowned for its international coverage and rigorous selection procedures, the IBSS provides researchers and librarians with the most comprehensive and scholarly bibliographic service available in the social sciences. The IBSS is compiled by the British Library of Political and Economic Science at the London School of Economics, one of the world's leading social science institutions. Published annually, the IBSS is available in four subject areas: anthropology, economics, political science and sociology.
New Horizons For Second-order Cybernetics
In almost 60 articles this book reviews the current state of second-order cybernetics and investigates which new research methods second-order cybernetics can offer to tackle wicked problems in science and in society. The contributions explore its application to both scientific fields (such as mathematics, psychology and consciousness research) and non-scientific ones (such as design theory and theater science). The book uses a pluralistic, multifaceted approach to discuss these applications: Each main article is accompanied by several commentaries and author responses, which together allow the reader to discover further perspectives than in the original article alone. This procedure shows that second-order cybernetics is already on its way to becoming an idea shared by many researchers in a variety of disciplines.
Dilemmas of Science Teaching
This text combines theory, practice and personal perspectives through the use of case studies and commentaries by senior scholars in the field of science education.
"200" Family Trees
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Radical Constructivism in Action
Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. Radical Constructivism in Action is a new volume of papers honouring his work by building on his model of knowing. The contributions by leading researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy, and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge. It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.
Teaching, Learning, and Loving
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
