Skip to main content
SpringerLink
Log in

History, philosophy, and science teaching: A brief review

  • Published:
Synthese Aims and scope Submit manuscript

Abstract

School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration between philosophers, historians, and science educators, particularly in the training of teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Author information

Authors and Affiliations

  1. School of Education, University of New South Wales, 2033, Kensington, N.S.W., Australia

    Michael R. Matthews

Authors
  1. Michael R. Matthews
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

This article is a shortened version of my 1988, ‘A Role for History and Philosophy in Science Teaching’, inEducational Philosophy and Theory 20 (2). All references are to the following ‘History, Philosophy, and Science Teaching: A Bibliography’.

This special number ofSynthese is part of a large international project on the place of history and philosophy in science teaching. Special issues ofEducational Philosophy and Theory, Interchange, andStudies in Philosophy and Education are being produced. An international conference on the subject will be held at Florida State University in November 1989. Details of the journals and the conference can be obtained from the author.

The project commenced while the author was on leave at Florida State University in 1987. It began with a gracious invitation from Jaakko Hintikka to guest edit this number, and was furthered with the support and encouragement of David Gruender. I thank them both, and also the Philosophy Department for its hospitality. Special appreciation is due to the nearly 30 authors who have contributed papers to the project. I hope that their efforts will re-open the needed dialogue between historians, philosophers, and science educators.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Matthews, M.R. History, philosophy, and science teaching: A brief review. Synthese 80, 1–7 (1989). https://doi.org/10.1007/BF00869945

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00869945

Keywords

Search

Navigation