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Propagating Dynamical Science in the Periphery of German Naturphilosophie: H. C. Ørsted’s Textbooks and Didactics

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This paper explores the relationship between H. C. Ørsted’s research and teaching programme in order to uncover the way he attempted to sustain a dynamical approach to science through his lectures and textbooks. The main focus is the relation between Ørsted’s didactics as presented in his textbooks and other documents, his pedagogic activity, and his theoretical ideas in natural philosophy.1 The paper further provides evidence of how Ørsted’s students appropriated his dynamical system, epistemology, and pedagogy.

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  1. Department of Mathematics and Physics, Roskilde University, Universitetsvej 1 Box 260, DK-4000, Roskilde

    Anja Skaar Jacobsen

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Jacobsen, A.S. Propagating Dynamical Science in the Periphery of German Naturphilosophie: H. C. Ørsted’s Textbooks and Didactics. Sci Educ 15, 739–760 (2006). https://doi.org/10.1007/s11191-005-1792-3

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