This book has its origins in a special issue of the journal Science & Education (Volume 18 Numbers 6–7, 2009). The essay by Costas Skordoulis – ‘Science and Worldviews in the Marxist Tradition’ – did not appear in that special issue due to a mistake in production scheduling. It was published in an earlier issue of the journal (Volume 17 Number 6, 2008), but has been included in this book version of the special issue. As explained in the Introduction, the catalyst for the journal special issue was the essay on ‘Science, Worldviews and Education’ submitted to the journal by Hugh G. Gauch Jr. This was circulated to the other contributors who were asked to write their own contribution in the light of the arguments and literature contained in the paper. Hugh made brief ‘Responses and Clari?cations’ after the papers were written. However the Tanis Edis article on Islam and my own article on Priestley were processed too late to bene?t from Hugh’s appraisal. The journal is associated with the International History, Philosophy, and Science Teaching Group which was formed in 1987. The group stages biennial international conferences and occasional regional conferences (details can be found at www. ihpst. org). The group, though the journal, conferences, and its electronic newsletter (at www. ihpst.

Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters—The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research—and 1,300 references, provides a solid foundation for teaching and learning in the field.

Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts. Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.

The primary goal of Everday Thoughts about Nature is to understand how typical ninth-grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basic question about the purpose of science education for the public. Should science education seek to educate `scientific thinkers' in the pattern of science teachers? Or, should science education seek to foster sound science learning within the matrices of various cultural perspectives? By carefully examining the ideas about Nature held by a group of students and their science teachers, Cobern argues that the purpose of science education for the public is `to foster sound science learning within the matrices of various cultural perspectives'. Cobern's two books, World View Theory and Science Education Research and now Everyday Thoughts about Nature, provide complementary accounts of theoretical and empirical foundations for worldview theory in science education. While many graduate students and researchers have benefited from his earlier work, many more will continue to benefit from this book.

Winner of the 2018 Choice Award for Outstanding Academic Title! PRAISE FOR PREVIOUS EDITIONS "This is a brilliantly clear introduction (and indeed reframing) of the history and philosophy of science in terms of worldviews and their elements.... In addition, the book is incredibly well-informed from both a scientific and philosophical angle. Highly recommended." Scientific and Medical Network "Unlike many other introductions to philosophy of science, DeWitt's book is at once historically informative and philosophically thorough and rigorous. Chapter notes, suggested readings, and references enhance its value." Choice "Written in clear and comprehensible prose and supplemented by effective diagrams and examples, Worldviews is an ideal text for anyone new to the history and philosophy of science. As the reader will come to find out, DeWitt is a gifted writer with the unique ability to break down complex and technical concepts into digestible parts, making Worldviews a welcoming and not overwhelming book for the introductory reader." History and Philosophy of the Life Sciences, vol. 28(2) Now in its third edition, Worldviews: An Introduction to the History and Philosophy of Science strengthens its reputation as the most accessible and teachable introduction to the history and philosophy of science on the market. Geared toward engaging undergraduates and those approaching the history and philosophy of science for the first time, this intellectually-provocative volume takes advantage of its author's extensive teaching experience, parsing complex ideas using straightforward and sensible examples drawn from the physical sciences. Building on the foundations which earned the book its critical acclaim, author Richard DeWitt considers fundamental issues in the philosophy of science through the historical worldviews that influenced them, charting the evolution of Western science through the rise and fall of dominant systems of thought. Chapters have been updated to include discussion of recent findings in quantum theory, general relativity, and evolutionary theory, and two new chapters exclusive to the third edition enrich its engagement with radical developments in contemporary science. At a time in modern history when the nature of truth, fact, and reality seem increasingly controversial, the third edition of Worldviews presents complex concepts with clarity and verve, and prepares inquisitive minds to engage critically with some of the most exciting questions in the philosophy of science.

Nell'introduzione si legge: Many chapters in this volume are derived from presentations given at the Philosophy and Complexity session of the Complexity, Science and Society Conference, held in Liverpool, UK, between September 11th and 14th 2005.

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Asia and the scholarship that most closely supports this program.