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International Handbook of Research in History, Philosophy and Science Teaching

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Cover of 'International Handbook of Research in History, Philosophy and Science Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching
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    Chapter 2 Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education
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    Chapter 3 Using History to Teach Mechanics
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    Chapter 4 Teaching Optics: A Historico-Philosophical Perspective
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    Chapter 5 Teaching and Learning Electricity: The Relations Between Macroscopic Level Observations and Microscopic Level Theories
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    Chapter 6 The Role of History and Philosophy in Research on Teaching and Learning of Relativity
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    Chapter 7 Meeting the Challenge: Quantum Physics in Introductory Physics Courses
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    Chapter 8 Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education
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    Chapter 9 Teaching About Thermal Phenomena and Thermodynamics: The Contribution of the History and Philosophy of Science
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    Chapter 10 Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions
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    Chapter 11 The Place of the History of Chemistry in the Teaching and Learning of Chemistry
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    Chapter 12 Historical Teaching of Atomic and Molecular Structure
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    Chapter 13 History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations
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    Chapter 14 History and Philosophy of Science and the Teaching of Macroevolution
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    Chapter 15 Twenty-First-Century Genetics and Genomics: Contributions of HPS-Informed Research and Pedagogy
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    Chapter 16 The Contribution of History and Philosophy to the Problem of Hybrid Views About Genes in Genetics Teaching
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    Chapter 17 Contextualising the Teaching and Learning of Ecology: Historical and Philosophical Considerations
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    Chapter 18 Teaching Controversies in Earth Science: The Role of History and Philosophy of Science
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    Chapter 19 Perspectives of History and Philosophy on Teaching Astronomy
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    Chapter 20 The Science of the Universe: Cosmology and Science Education
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    Chapter 21 History of Mathematics in Mathematics Education
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    Chapter 22 Philosophy and the Secondary School Mathematics Classroom
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    Chapter 23 A Role for Quasi-Empiricism in Mathematics Education
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    Chapter 24 History of Mathematics in Mathematics Teacher Education
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    Chapter 25 The Role of Mathematics in Liberal Arts Education
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    Chapter 26 The Role of History and Philosophy in University Mathematics Education
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    Chapter 27 On the Use of Primary Sources in the Teaching and Learning of Mathematics
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    Chapter 28 Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases
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    Chapter 29 The Development, Use, and Interpretation of Nature of Science Assessments
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    Chapter 30 New Directions for Nature of Science Research
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    Chapter 31 Appraising Constructivism in Science Education
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    Chapter 32 Postmodernism and Science Education: An Appraisal
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    Chapter 33 Philosophical Dimensions of Social and Ethical Issues in School Science Education: Values in Science and in Science Classrooms
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    Chapter 34 Social Studies of Science and Science Teaching
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    Chapter 35 Generative Modelling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education
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    Chapter 36 Models in Science and in Learning Science: Focusing Scientific Practice on Sense-making
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    Chapter 37 Laws and Explanations in Biology and Chemistry: Philosophical Perspectives and Educational Implications
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    Chapter 38 Thought Experiments in Science and in Science Education
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    Chapter 39 Philosophy of Education and Science Education: A Vital but Underdeveloped Relationship
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    Chapter 40 Conceptions of Scientific Literacy: Identifying and Evaluating Their Programmatic Elements
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    Chapter 41 Conceptual Change: Analogies Great and Small and the Quest for Coherence
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    Chapter 42 Inquiry Teaching and Learning: Philosophical Considerations
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    Chapter 43 Research on Student Learning in Science: A Wittgensteinian Perspective
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    Chapter 44 Science Textbooks: The Role of History and Philosophy of Science
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    Chapter 45 Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science
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    Chapter 46 Historical-Investigative Approaches in Science Teaching
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    Chapter 47 Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives
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    Chapter 48 Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education
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    Chapter 49 Informal and Non-formal Education: History of Science in Museums
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    Chapter 50 Science, Worldviews and Education
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    Chapter 51 What Significance Does Christianity Have for Science Education?
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    Chapter 52 Rejecting Materialism: Responses to Modern Science in the Muslim Middle East
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    Chapter 53 Indian Experiences with Science: Considerations for History, Philosophy, and Science Education
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    Chapter 54 Historical Interactions Between Judaism and Science and Their Influence on Science Teaching and Learning
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    Chapter 55 Challenges of Multiculturalism in Science Education: Indigenisation, Internationalisation, and Transkulturalität
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    Chapter 56 Science, Religion, and Naturalism: Metaphysical and Methodological Incompatibilities
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    Chapter 57 Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science
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    Chapter 58 History, Philosophy, and Sociology of Science and Science-Technology-Society Traditions in Science Education: Continuities and Discontinuities
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    Chapter 59 Cultural Studies in Science Education: Philosophical Considerations
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    Chapter 60 Science Education in the Historical Study of the Sciences
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    Chapter 61 Nature of Science in the Science Curriculum and in Teacher Education Programs in the United States
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    Chapter 62 The History and Philosophy of Science in Science Curricula and Teacher Education in Canada
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    Chapter 63 History and Philosophy of Science and the Teaching of Science in England
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    Chapter 64 Incorporation of HPS/NOS Content in School and Teacher Education Programmes in Europe
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    Chapter 65 History in Bosnia and Herzegovina Physics Textbooks for Primary School: Historical Accuracy and Cognitive Adequacy
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    Chapter 66 One Country, Two Systems: Nature of Science Education in Mainland China and Hong Kong
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    Chapter 67 Trends in HPS/NOS Research in Korean Science Education
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    Chapter 68 History and Philosophy of Science in Japanese Education: A Historical Overview
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    Chapter 69 The History and Philosophy of Science and Their Relationship to the Teaching of Sciences in Mexico
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    Chapter 70 History and Philosophy of Science in Science Education, in Brazil
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    Chapter 71 Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science
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    Chapter 72 Ernst Mach: A Genetic Introduction to His Educational Theory and Pedagogy
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    Chapter 73 Frederick W. Westaway and Science Education: An Endless Quest
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    Chapter 74 E. J. Holmyard and the Historical Approach to Science Teaching
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    Chapter 75 John Dewey and Science Education
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    Chapter 76 Joseph J. Schwab: His Work and His Legacy
Attention for Chapter 29: The Development, Use, and Interpretation of Nature of Science Assessments
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Chapter title
The Development, Use, and Interpretation of Nature of Science Assessments
Chapter number 29
Book title
International Handbook of Research in History, Philosophy and Science Teaching
Published by
Springer Netherlands, December 2013
DOI 10.1007/978-94-007-7654-8_29
Book ISBNs
978-9-40-077653-1, 978-9-40-077654-8
Authors

Norman G. Lederman, Stephen A. Bartos, Judith S. Lederman

Editors

Michael R. Matthews

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 32 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 2 6%
Brazil 1 3%
Unknown 29 91%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 6 19%
Student > Bachelor 5 16%
Student > Master 3 9%
Student > Doctoral Student 2 6%
Other 2 6%
Other 5 16%
Unknown 9 28%
Readers by discipline Count As %
Social Sciences 12 38%
Chemistry 2 6%
Physics and Astronomy 2 6%
Agricultural and Biological Sciences 2 6%
Biochemistry, Genetics and Molecular Biology 1 3%
Other 5 16%
Unknown 8 25%