International Handbook of Research in History, Philosophy and Science Teaching

  • Michael R. Matthews

Table of contents

  1. Front Matter
    Pages i-xii
  2. Pedagogical Studies: Physics

  3. Pedagogical Studies: Chemistry

    1. Front Matter
      Pages 285-285
    2. José Antonio Chamizo, Andoni Garritz
      Pages 343-374
  4. Pedagogical Studies: Biology

    1. Front Matter
      Pages 375-375
    2. Ross H. Nehm, Kostas Kampourakis
      Pages 401-421
    3. Charbel N. El-Hani, Ana Maria R. de Almeida, Gilberto C. Bomfim, Leyla M. Joaquim, João Carlos M. Magalhães, Lia M. N. Meyer et al.
      Pages 469-520
  5. Pedagogical Studies: Ecology

    1. Front Matter
      Pages 521-521
    2. Ageliki Lefkaditou, Konstantinos Korfiatis, Tasos Hovardas
      Pages 523-550
  6. Pedagogical Studies: Earth Sciences

    1. Front Matter
      Pages 551-551
  7. Pedagogical Studies: Astronomy

    1. Front Matter
      Pages 601-601
    2. Horacio Tignanelli, Yann Benétreau-Dupin
      Pages 603-640
  8. Pedagogical Studies: Cosmology

    1. Front Matter
      Pages 641-641
  9. Pedagogical Studies: Mathematics

  10. Theoretical Studies: Features of Science and Education

  11. Theoretical Studies: Teaching, Learning and Understanding Science

    1. Front Matter
      Pages 1257-1257

About this book


This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is,   informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject.

The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion.

The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators.


HPST Michael Matthews NOS Nature of Science history of science history of science education history of science teaching mathematics education mathematics teaching philosphy of science philosphy of science teaching science curriculum science education science learning science teaching

Editors and affiliations

  • Michael R. Matthews
    • 1
  1. 1.School of Education, University of New South WalesSydneyAustralia

Bibliographic information