Abstract
There are encouraging signs that the history and philosophy of science are becoming more important in the teaching of science and in the preparation of science teachers. This tendency is supported here by looking at the widespread treatment of Galileo's account of pendulum motion in science texts and classrooms, indicating that it is a less than adequate account of the historical facts, and suggesting that the teaching of this commonplace topic can be considerably enhanced if science teachers have some familiarity with basic research in the history and philosophy of science.
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Matthews, M.R. Galileo and pendulum motion: A case for history and philosophy in the science classroom. Research in Science Education 19, 187–197 (1989). https://doi.org/10.1007/BF02356858
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DOI: https://doi.org/10.1007/BF02356858