Abstract
This is the first handbook to be published that is devoted to the field of historical and philosophical research in science and mathematics education (HPS&ST). Given that science and mathematics through their long history have always been engaged with philosophy and that for over a century it has been recognised that science and mathematics curriculum development, teaching, assessment and learning give rise to so many historical and philosophical questions, it is unfortunate that such a handbook has been so long coming.
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Notes
- 1.
The journal was the first such research journal devoted exclusively to HPS-informed research in science and mathematics education. Nearly all of the 125 authors have published in the journal and the 300+ reviewers have been drawn from the journal’s pool of 900+ reviewers (these can be seen at http://ihpst.net/journal/reviewers/list-of-reviewers/). But the century of research covered by the contributors extends far beyond the pages of the journal, as can be seen by looking at the Reference lists of the chapters.
- 2.
These have been Queen’s University Kingston (1992), University of Minnesota (1995), University of Calgary (1997), University of Pavia (1999), Denver (2001), University of Manitoba (2003), University of Leeds (2005), University of Calgary (2007), University of Notre Dame (2009), Aristotle University Thessaloniki (2011) and University of Pittsburgh (2013). Since 2010, these international conferences have been augmented by regional conferences in Latin America: Maresias Beach, Brazil, in 2010, Mendoza Argentina (2012) and Asia: Seoul National University (2012) and National Taiwan Normal University (2014).
- 3.
Among those who contributed manuscripts were Joan Solomon, Rodger Bybee, Manuel Sequeia, Laurinda Leite, Harvey Siegel, Martin Eger, Nancy Nersessian, Ernst von Glasersfeld, Joseph Pitt, Jim Garrison, Ian Winchester, Michael Ruse, Arthur Stinner, James Cushing, Stephen Brush, Arnold Arons, Michael Otte, Dimiter Ginev, Derek Hodson, Fritz Rohrlich, Mansoor Niaz, George Kauffman, Pinchas Tamir and Wim van der Steen.
- 4.
The journals were Educational Philosophy and Theory 20(2), (1988); Synthese 80(1), (1989); Interchange 20(2), (1989); Studies in Philosophy and Education 10(1), (1990); Science Education 75(1), (1991); Journal of Research in Science Teaching 29(4), (1992); International Journal of Science Education 12(3), (1990); and Interchange 24(1–2), (1993).
- 5.
The Proceedings included papers written by, among others, Sandra Abell, Angelo Collins, Jere Confrey, George Cossman, Zoubeida Dagher, Peter Davson-Galle, Arthur Lucas, Michael Akeroyd, James Gallagher, Teresa Levy, Richard Duschl, Thomas Settle, Hugh Petrie, Robert Hatch, Jane Martin, Joseph Nussbaum, Stellan Ohlsson, Luise Prior McCarty, Edgar Jenkins, Jacques Désautels, Marie Larochelle, Thomas Wallenmaier, Alberto Cordero, Sharon Bailin, Jim Stewart and Carolyn Carter.
- 6.
Among these were Peter Slezak, Robert Carson, Douglas Allchin, Judith Kinnear, Michael Clough, Hans O. Anderson, Penny Gilmer, Richard Grandy, Jack Lochhead, Zofia Golab-Meyer, James Wandersee, Matilde Vicentini, Peter Taylor, Brian Woolnough and Joseph Novak.
- 7.
The European group had already held education conferences in Pavia (1983), Munich (1986) and Paris (1988). Subsequently, it would hold conferences in Cambridge (1990), Madrid (1992), Szombathely (1994) and Bratislava (1996) with printed Proceedings being produced for each of these meetings. In 1999, the Group’s conference was held jointly with the IHPST conference in Pavia and Lake Como.
- 8.
By the time of the conference, the work of Jean-Francǫis Lyotard, Michel Foucault, Michael Mulkay, Bruno Latour, Harry Collins, Sandra Harding, Evelyn Fox Keller, Andrew Pickering, David Bloor, Michael Lynch, Steve Woolgar, Donna Haraway, Sal Restivo, Mary Belenky and Jacques Derrida had been published, much read and having some influence on theorists in education circles. Ernst von Glasersfeld, the ‘radical constructivist’, was an energetic participant at the conference and a contributor to the Synthese special issue.
- 9.
In the first year, papers by, among others, Wallis Suchting, Paul Kirschner, Mark Silverman, Derek Hodson, Martin Eger, Helge Kragh, Maryvonne Hallez, Israel Scheffler, Alberto Cordero, Creso Franco and Dominique Colinvaux-de-Dominguez were published. In the second year, papers by, among others, Richard Kitchener, Gerd Buchdahl, Jack Rowell, Walter Jung, Henry Nielsen, Harvey Siegel, Lewis Pyenson, Victor Katz, Bernard Cohen, Nancy Brickhouse and Enrico Giannetto. The third year saw papers by, among others, John Heilbron, Peter Machamer, Michael Martin, Robert S. Cohen, Peter Slezak, Andrea Woody, James Garrison and Jane Martin. A number of these papers had their origins in conferences of the Interdivisional Group on History of Physics of the European Physical Society.
- 10.
Philosophers who have published in the journal include John Worrall, Alan Musgrave, Hasok Chang, Peter Machamer, Michael Martin, Noretta Koertge, Robert Crease, Patrick Heelan, Robert Nola, Alan Chalmers, Mario Bunge, Robert Pennock, Steve Fuller, Jane Roland Martin, Howard Sankey, Demetris Portides, Hugh Lacey, Gürol Irzik, Cassandra Pinnick, Joseph Agassi, Michael Ruse, David Depew, Massimo Pigliucci and many more. Historians whose work has been published have included John Heilbron, Lewis Pyenson, Roger Stuewer, William Carroll, Stephen Brush, Roberto de Andrade Martins, Bernadette Bensaude-Vincent, Ronald Numbers, John Hedley Brooke, Diane Paul and many more.
- 11.
The first such journal was Zeitschrift für mathematischen und naturwissenschaftlichen Unterricht which began publication in 1870. It was edited by J. C. V. Hoffmann, a secondary school teacher in the Saxony mining town of Freiberg (thanks to Kathryn Olesko for this information).
- 12.
The School Science Review, 1964 vol. 45, p. 366. Obviously, teachers require some understanding of debates about instrumentalism, realism and positivism to appreciate Bradley’s charge.
Acknowledgement
 Springer editorial staff should be thanked: Bernadette Ohmer for suggesting, encouraging and preparing the initial path for the project and Marianna Pascale and Sathiamoorthy Rajeswari for guiding it through its complex production stage. Inevitably with such a big project, one could expect tensions and disappointments, but pleasingly there have been few. Although time consuming, my editorial duties have been personally and professionally rewarding. I have learnt much by working with the large group of contributors from many countries and many disciplines. Much is owed to these scholars, and to the large group of reviewers who diligently commented on and corrected drafts of the chapters, and to the unsung copyeditors. Hopefully, the writing and editorial labours have reinforced the importance of ‘laying out the past and current state of historical and philosophical research in science and mathematics education’ and have contributed usefully to graduate students and researchers who will advance the HPS&ST programme.
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Matthews, M.R. (2014). Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching . In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_1
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