This anthology contains 21 papers by prominent historians and
philosophers of science, philosophers of education, science
educators and science teachers. It is expansive in its subject
matter, and detailed in its analysis. The common thread in all
papers is the contribution that the history and philosophy of
science makes to theoretical, curricular, and pedagogical issues in
science education. This is a timely focus as, worldwide, there are
increasing demands made on science curriculum writers and teachers
to ensure that students come to know something of the nature of
science', or something about the big picture' of science. This
means knowing something of the history and methodology of science,
its relations with world views, and how science articulates with
social and cultural values and interests. The contributions show
how historically and philosophically informed teaching of science
can create this big picture' knowledge about science, which in turn
allows science to inform culture and social life.
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