Science & Education

, Volume 24, Issue 7–8, pp 821–826 | Cite as

Science & Education in Educational Perspectives: Recognizing the Contributions of Michael R. Matthews

  • Zoubeida R. Dagher
  • Peter Heering


Using the history and philosophy of science in science teaching has had a long tradition when viewed in terms of individual efforts as in the examples of William Whewell (see Matthews 2012), Ernst Mach (see Siemsen 2014) in Europe and James Conant (1957) in the USA. More recently, in the 1980s, a development started which, in retrospect, can be seen as the beginning of what led to the establishment of a subfield in science education, the IHPST group and the profile of Science & Education. One of the starting points in this more collective development toward history, philosophy and sociology (HPS) and science education can be seen in a series of special journal issues edited by Michael Matthews (for the introductions to these special issues, see, e.g., Matthews 1988, 1989). These special issues are perhaps indicative, at the time, of the existing interest among individuals within different communities to bring together history, philosophy and sociology of science with science...


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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.University of DelawareNewarkUSA
  2. 2.University of FlensburgFlensburgGermany

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