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Darwinian Case Studies within a Post-16 Programme for the History and Philosophy of Science

The Perspectives on Science Course

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Darwin-Inspired Learning

Part of the book series: New Directions in Mathematics and Science Education ((NDMS))

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Abstract

The Perspectives on Science (PoS) programme is a course in the history and philosophy of science for 16-18 year-old students. PoS was designed to promote discussion and debate of historical and philosophical questions associated with science and to make such debate a recognised part of the curriculum.

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References

  • Baggini, J. (2009, February 10). Science and religion don’t have to be enemies. Herald Scotland. Retrieved September 5, 2013 from http://www.heraldscotland.com/science-and-religion-don-t-haveto-be-enemies-1.839271

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  • Kuhn, T. (1962). Structure of scientific revolutions. Chicago and London: University of Chicago Press.

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  • Levinson, R., Hand, M., & Amos, R. (2012). What constitutes high quality discussion in science? Research from the Perspectives on Science course. School Science Review, 93(344), 114–120.

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  • Swinbank, E., & Taylor, J. (Eds). (2007). Perspectives on science: Student book. Oxford: Heinemann.

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  • Taylor, J. (2012). Think again: A philosophical approach to teaching. London and New York: Continuum.

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Author information

Authors and Affiliations

  1. Rugby School, UK

    John L. Taylor

Authors
  1. John L. Taylor
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Editor information

Editors and Affiliations

  1. Institute of Education, University of London, UK

    Carolyn J. Boulter

  2. Institute of Education, University of London, UK

    Michael J. Reiss

  3. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden

    Dawn L. Sanders

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© 2015 Sense Publishers

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Taylor, J.L. (2015). Darwinian Case Studies within a Post-16 Programme for the History and Philosophy of Science. In: Boulter, C.J., Reiss, M.J., Sanders, D.L. (eds) Darwin-Inspired Learning. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-833-6_18

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