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Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy
Author(s) -
Monk Martin,
Osborne Jonathan
Publication year - 1997
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199707)81:4<405::aid-sce3>3.0.co;2-g
Subject(s) - inclusion (mineral) , philosophy of science , principal (computer security) , curriculum , science education , nature of science , context (archaeology) , history and philosophy of science , philosophy of computer science , epistemology , mathematics education , engineering ethics , sociology , history of science , sociocultural evolution , philosophy of education , outline of social science , social science education , pedagogy , computer science , higher education , social science , psychology , philosophy education , engineering , philosophy , political science , paleontology , anthropology , law , biology , operating system
This article focuses on two of the principal issuesfor science curriculum developers who wish to introduce the history andphilosophy of science into the teaching of science—the justificationfor, and the placement of, historical materials within teachers'schemes of work. First, it is argued that the history and philosophy ofscience must have a rationale that is integral to, and consistent with,teachers' main aims to have any chance of being considered for inclusionin a program of study. Second, the justification must point to places inschemes of work where the inclusion of history of science will directlycontribute to students learning of science concepts and satisfy that principal objective. A new model for the inclusion ofsuch material is proposed that directly addresses both children'salternative frameworks and the historical and sociocultural contextof the discovery. It is argued that this model offers potential for improvedlearning of the concepts of science and for learning about science. © 1997 John Wiley & Sons, Inc. Sci Ed 81: 405‐424, 1997.