Skip to main content

Advertisement

SpringerLink
Log in

Reflections on 25 Years of Journal Editorship

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise of constructivism in science education.

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

Notes

  1. Some of the arguments and literature are discussed in Matthews (2015, chapter two), while some are being elaborated in contributions to the forthcoming anthology (Matthews 2016).

  2. Some history of the IHPST group and the journal is given in Matthews (2014a, chap. 1).

  3. See the journal’s thematic issue ‘Thomas Kuhn and Science Education’, vol. 9(1–2), 2000.

  4. See Mark Bickhard (1997), Jim Garrison (1997), Richard Grandy (1997), Helge Kragh (1998), Robert Nola (1997, 2000, 2003), Dimitris Papayannakos (2008), Denis Phillips (1997), Peter Slezak (1994a, b), Wallis Suchting (1992) and others. A number of the articles were also published as an anthology: Constructivism in Science Education: A Philosophical Examination (Matthews 1998a).

  5. Something of the history of this national experiment, with documentation, can be read in Matthews (1995).

  6. See McGuinness (1997, 2004), Matthews (1995, pp. 49–55), Moats (1999), Nicholson (1997, 2000), Torgerson et al. (2006), Turner (1994).

  7. In the third volume of Science & Education, Peter Slezak, a UNSW philosopher, published a two-part detailed critique of this work titled ‘Laboratory Life under the Microscope’ (Slezak 1994a, b).

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.

    Google Scholar 

  • Aczel, A. D. (2003). Pendulum: Léon Foucault and the triumph of science. New York: Atria Books.

    Google Scholar 

  • Aikenhead, G. S. (1997). Towards a first nations cross-cultural science and technology curriculum. Science Education, 81(2), 217–238.

    Google Scholar 

  • Alder, K. (1995). A revolution to measure: The political economy of the metric system in France. In M. N. Wise (Ed.), The values of precision (pp. 39–71). Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Alder, K. (2002). The measure of all things: The seven-year odyssey that transformed the world. London: Little Brown.

    Google Scholar 

  • American Association for the Advancement of Science (AAAS). (1989). Project 2061: Science for all Americans. Washington, DC: AAAS. Also published by Oxford University Press, 1990.

    Google Scholar 

  • Anderson, W. T. (1996). The Fontana postmodernism reader. London: Fontana Press.

    Google Scholar 

  • Andrewes, W. J. H. (Ed.). (1998). The quest for longitude: The Proceedings of the longitude symposium, Harvard University, Cambridge, Massachusetts, November 4–6, 1993 (2nd edn.). Cambridge, MA: Collection of Historical Scientific Instruments, Harvard University.

  • Ashton, P. T. (1992). Editorial. Journal of Teacher Education, 43(5), 322.

    Google Scholar 

  • Australian Government. (2005). Teaching reading: Report and recommendations. Canberra: Department of Education, Training and Science.

    Google Scholar 

  • Ausubel, D. P. (1964). Some psychological aspects of the structure of knowledge. In S. Elam (Ed.), Education and the structure of knowledge. Chicago: Rand McNally.

    Google Scholar 

  • Bacon, F. (1620/1960). The new organum and related writings, F.H. Anderson (ed.), New York.

  • Baker, G. L., & Blackburn, J. A. (2005). The pendulum: A case study in Physics. Oxford: Oxford University Press.

    Google Scholar 

  • Barnett, J. E. (1998). Time’s pendulum: From sundials to atomic clocks, the fascinating history of timekeeping and how our discoveries changed the world. New York: Harcourt Brace & Co.

    Google Scholar 

  • Bell, B. F. (1986). The form 1–5 science review—Effecting change. New Zealand Science Teacher, 48, 6–9.

    Google Scholar 

  • Bell, B. F. (1991). A constructivist view of learning and the draft forms 1–5 science syllabus. SAME Papers, 1991, 154–180.

    Google Scholar 

  • Bell, B. F. (Ed.). (1993). I know about LISP but how do I put it into practice? Final report of the learning in science project (teacher development). Hamiliton: Centre for Science and Mathematics Education Research, University of Waikato.

  • Berkeley, G. (1710/1962). The principles of human knowledge, G.J. Warnock (ed.). London: Collins.

  • Berlin, I. (Ed.). (1956). The age of enlightenment: The eighteenth century philosophers. New York: Mentor Books.

    Google Scholar 

  • Berlin, I. (2000). The power of ideas (H. Hardy ed.). London: Chatto & Windus.

    Google Scholar 

  • Bickhard, M. H. (1997). Constructivism and relativisms: A shopper’s guide. Science & Education, 6(1–2), 29–42.

    Google Scholar 

  • Bird, A. (2000). Thomas Kuhn. Princeton: Princeton University Press.

    Google Scholar 

  • Boulos, P. J. (2006). Newton’s path to universal gravitation: The role of the pendulum. Science & Education, 15(6), 577–595.

    Google Scholar 

  • Brown, J. R. (2001). Who rules in science: An opinionated guide to the science wars. Cambridge MA: Harvard University Press.

    Google Scholar 

  • Bunge, M. (2011). Knowledge: Genuine and bogus. Science & Education, 20(5–6), 411–438.

    Google Scholar 

  • Bunge, M. (in press). Between two worlds: Memoirs of a philosopher-scientist. Dordrecht: Springer.

  • Carr, M., Barker, M., Bell, B., Biddulph, F., Jones, A., Kirkwood, V., et al. (1994). The constructivist paradigm and some implications for science content and pedagogy. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 147–160). London: Falmer Press.

    Google Scholar 

  • Carspecken, P. F. (2003). Ocularcentrism, phonocentrism and the counter enlightenment problematic: Clarifying contested terrain in our schools of education. Teachers College Record, 105(6), 978–1047.

    Google Scholar 

  • Chandrasekhar, S. (1995). Newton’s principia for the common reader. Oxford: Oxford University Press.

    Google Scholar 

  • Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science & Education, 20(7–8), 701–717.

    Google Scholar 

  • Coady, C. A. J. (1992). Testimony: A philosophical study. Oxford: Oxford University Press.

    Google Scholar 

  • Cohen, I. B. (1995). Science and the founding fathers: Science in the political thought of Jefferson, Franklin, Adams, and Madison. NY: W. W. Norton & Company.

    Google Scholar 

  • Cohen, R. S., & Wartofsky, M. W. (Eds.). (1985). A portrait of twenty-five years: Boston colloquium for the philosophy of science 1960–1985. Dordrecht: Reidel.

    Google Scholar 

  • Collins, H. M. (2007). The uses of sociology of science for scientists and educators. Science & Education, 16, 217–230.

    Google Scholar 

  • Collins, H. M. (2014). Are we all scientific experts now? New York: Wiley.

    Google Scholar 

  • Collins, H. M., & Pinch, T. (1992). The Golem: What everyone should know about science. Cambridge: Cambridge University Press.

    Google Scholar 

  • Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75, 259–266.

    Google Scholar 

  • Cooper, D. E. (Ed.). (1986). Education, values and mind: Essays for R.S. Peters. London: Routledge & Kegan Paul.

    Google Scholar 

  • Cunningham, A., & Jardine, N. (Eds.). (1990). Romanticism and the sciences. Cambridge: Cambridge University Press.

    Google Scholar 

  • Cuypers, S. E., & Martin, C. (Eds.). (2011). Reading R. S. peters today: Analysis, ethics and the aims of education. New York: Wiley.

    Google Scholar 

  • Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994a). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.

    Google Scholar 

  • Driver, R., Squires, A., Rushworth, P., & Woods-Robinson, V. (1994b). Making sense of secondary science. London: Routledge.

    Google Scholar 

  • Duschl, R. A. (1985). Science education and philosophy of science twenty-five, years of mutually exclusive development. School Science and Mathematics, 87(7), 541–555.

    Google Scholar 

  • Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.

    Google Scholar 

  • Dutton, D. (1999, February 5). Language crimes: A lesson in how not to write, courtesy of the professoriate. Wall Street Journal.

  • Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education. Dordrecht: Springer.

    Google Scholar 

  • Fensham, P. J. (1992). Science and technology. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 789–829). New York: Macmillan.

    Google Scholar 

  • Fensham, P. J. (2004). Defining an identity: The evolution of science education as a field of research. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Fensham, P. J., Gunstone, R., & White, R. (Eds.). (1994). The content of science: A constructivist approach to its teaching and learning. London: Falmer Press.

    Google Scholar 

  • Feuerbach, L. (1841/1957). The essence of Christianity. New York: Harper & Row.

  • Fishman, Y. I. (2009). Can science test supernatural worldviews? Science & Education, 18(6–7), 813–837.

    Google Scholar 

  • Fishman, Y. I., & Boudry, M. (2013). Does science presuppose naturalism (or, indeed, anything at all)? Science & Education, 22(5), 921–949.

    Google Scholar 

  • Flick, L. B., & Lederman, N. G. (Eds.). (2004). Scientific inquiry and nature of science: Implications for teaching, learning and teacher education. Dordrecht: Kluwer.

    Google Scholar 

  • Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). New York: Teachers College Press.

    Google Scholar 

  • Fraser, B. J., & Tobin, K. G. (Eds.). (1998). International handbook of science education. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Garik, P., Garbayo, L., Benétreau-Dupin, Y., Winrich, C., Duffy, A., Gross, N., & Jariwala, M. (2015). Teaching the conceptual history of physics to physics teachers. Science & Education, 24(4), 387–408.

    Google Scholar 

  • Garrison, J. W. (1997). An alternative to von Glasersfeld’s subjectivism in science education: Deweyan social constructivism. Science & Education, 6(6), 543–554.

    Google Scholar 

  • Gauch, H. G, Jr. (2009). Science, worldviews and education. Science & Education, 18(6–7), 667–695.

    Google Scholar 

  • Gaukroger, S. (2001). Francis Bacon and the transformation of early-modern philosophy. Cambridge: Cambridge University Press.

    Google Scholar 

  • Gauld, C. F. (1998). Solutions ot the problem of impact in the 17th and 18th centuries and teaching Newton’s third law today. Science & Education, 7(1), 49–67.

    Google Scholar 

  • Gauld, C. F. (2005). Habits of mind, scholarship and decision-making in science and religion. Science & Education, 14(3–5), 291–308.

    Google Scholar 

  • Gauld, C. F. (2006). Newton’s cradle in physics education. Science & Education, 15(6), 597–617.

    Google Scholar 

  • Gauld, C. F. (2010). Newton’s investigation of the resistance to moving bodies in continuous fluids and the nature of “Frontier Science”. Science & Education, 19(10), 939–961.

    Google Scholar 

  • Gelfert, A. (2014). A critical introduction to testimony. London: Bloomsbury Academic.

    Google Scholar 

  • Gilbert, J. (1993). Constructivism and critical theory. In B. Bell (Ed.), I know about LISP but how do I put it into practice: Final report of the learning in science project (teacher development). Hamiliton: Centre for Science and Mathematics Education Research, University of Waikato.

    Google Scholar 

  • Golinski, J. (2012). Thomas Kuhn and interdisciplinary conversation: Why historians and philosophers of science stopped talking to one another. In S. Mauskopf & T. Schmaltz (Eds.), Integrating history and philosophy of science (pp. 13–28). Dordrecht: Springer.

    Google Scholar 

  • Goodman, K. S. (1986). What’s whole in whole language? A parent/teacher guide to children’s learning. Portsmouth, NH: Heinemann Educational Books.

    Google Scholar 

  • Grandy, R. E. (1997). Constructivism and objectivity: Disentangling metaphysics from pedagogy. Science & Education 6(1–2), 43–53. Reprinted in M. R. Matthews (Ed.). (1998). Constructivism in science education: A philosophical examination (pp. 113–123). Dordrecht: Kluwer Academic Publishers.

  • Grayling, A. C. (2007). Towards the light: The story of the struggles for liberty & rights that made the modern west. London: Bloomsbury.

    Google Scholar 

  • Gruender, C. D. (1989). Some philosophical reflections on constructivism. In D. E. Herget (Ed.), The history and philosophy of science in science teaching (pp. 170–176). Tallahassee: Florida State University.

    Google Scholar 

  • Gunstone, R. F. (2014). Encyclopedia of science education. Dordrecht: Springer. http://link.springer.com/referencework/10.1007/978-94-007-2150-0.

  • Hadzigeorgiou, Y., & Schulz, R. M. (2014). Romanticism and romantic science: Their contribution to science education. Science & Education, 23(10), 1963–2006.

    Google Scholar 

  • Himmelfarb, G. (2004). The roads to modernity. The British, French, and American Enlightenments. New York: Alfred A. Knopf.

    Google Scholar 

  • Hirst, P. H. (2008). Philosophy of education in the UK. The institutional context. In L. J. Waks (Ed.), Leaders in philosophy of education. Intellectual self portraits (pp. 305–310). Rotterdam: Sense Publishers.

    Google Scholar 

  • Hmelo-Silver, C. E. (2012). International perspectives on problem-based learning: Contexts, cultures, challenges, and adaptations. Interdisciplinary Journal of Problem-Based Learning, 6(1), 10–17.

    Google Scholar 

  • Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Rotterdam: Sense Publishers.

    Google Scholar 

  • Hodson, D. (2014). Nature of science in the science curriculum: Origin, development and shifting emphases. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 911–970). Dordrecht: Springer.

    Google Scholar 

  • Holton, G. (1996). Science education and the sense of self. In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 551–560). New York: New York Academy of Science.

    Google Scholar 

  • Hoodbhoy, P. (1991). Islam and science: Religious orthodoxy and the battle for rationality. London: Zed Books.

    Google Scholar 

  • Howse, D. (1980). Greenwich time and the discovery of longitude. Oxford: Oxford University Press.

    Google Scholar 

  • Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7–8), 591–607.

    Google Scholar 

  • Irzik, G., & Nola, R. (2014). New directions in nature of science research. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 999–1021). Dordrecht: Springer.

    Google Scholar 

  • Israel, J. (2001). Radical enlightenment: Philosophy and the making of modernity 1650–1750. Oxford: Oxford University Press.

    Google Scholar 

  • Kampourakis, K. (Ed.). (2013). The philosophy of biology: A companion for educators. Dordrecht: Springer.

    Google Scholar 

  • Kang, N. H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478–498.

    Google Scholar 

  • Kelly, G. J. (2014). Inquiry teaching and learning: Philosophical considerations. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1363–1380). Dordrecht: Springer.

    Google Scholar 

  • Kirschner, P. A. (1992). Epistemology, practical work and academic skills in science education. Science & Education, 1(3), 273–299.

    Google Scholar 

  • Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why minimally guided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist, 41(2), 75–96.

    Google Scholar 

  • Klassen, S., & Froese Klassen, C. (2014). Science teaching with historically based stories: Theoretical and practical perspectives. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (Vol. 2, pp. 1503–1529). Dordrecht: Springer.

  • Koch, A. (Ed.). (1965). The American enlightenment: The shaping of the American experiment and a free society, G. Braziller, New York.

  • Koertge, N. (1969/1996). Towards an integration of content and method in the science curriculum. Curriculum Theory Network, 4, 26–43. Reprinted in Science & Education 1996, 5(4), 391–402 (with afterthoughts).

  • Koertge, N. (1977). Galileo and the problem of accidents. Journal of the History of Ideas, 38, 389–409.

    Google Scholar 

  • Koertge, N. (1981). Methodology, ideology and feminist critiques of science. In P. D. Asquith & R. N. Giere (Eds.), Proceedings of the philosophy of science association 1980 (pp. 346–359). Ann Arbor: Edwards Bros.

    Google Scholar 

  • Kragh, H. (1998). Social constructivism, the gospel of science and the teaching of physics. Science & Education, 7(3), 231–243.

    Google Scholar 

  • Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: Chicago University Press.

    Google Scholar 

  • Kuhn, T. S. (1991/2000). ‘The trouble with historical philosophy of science’, The Robert and Maurine Rothschild lecture, Department of History of Science, Harvard University. In J. Conant & J. Haugeland (Eds.), The road since structure: Thomas S. Kuhn (pp. 105–120). Chicago: University of Chicago Press.

  • Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91–196). Cambridge: Cambridge University Press.

    Google Scholar 

  • Latour, B., & Woolgar, S. (1979/1986). Laboratory life: The social construction of scientific facts (2nd ed.). London: Sage Publications.

  • Lederman, N. G., Bartos, S. A., & Lederman, J. (2014). The development, use, and interpretation of nature of science assessments. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 971–997). Dordrecht: Springer.

    Google Scholar 

  • Loving, C. C., & Cobern, W. A. (2000). Invoking Thomas Kuhn: What citation analysis reveals for science education. Science & Education, 9(1–2), 187–206.

    Google Scholar 

  • Lövlie, L., & Standish, P. (2002). Bildung and the idea of a liberal education. Journal of Philosophy of Education, 36, 317–340.

    Google Scholar 

  • Luke, T. W. (1997). Museum pieces: Politics and knowledge at the American Museum of natural history. Australasian Journal of American Studies, 2, 1–28.

    Google Scholar 

  • Mackenzie, J., Good, R., & Brown, J. R. (2014). Postmodernism and science education: An appraisal. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1057–1086). Dordrecht: Springer.

    Google Scholar 

  • Maheus, J.-F., Roth, W.-M., & Thom, J. (2010). Looking at the observer challenges to the study of conceptions and conceptual change. In W.-M. Roth (Ed.), Re/structuring science education: Reuniting sociological and psychological perspectives (pp. 201–219). Dordrecht: Springer.

    Google Scholar 

  • Mahner, M. (2012). The role of metaphysical naturalism in science. Science & Education, 21(10), 1437–1459.

    Google Scholar 

  • Mahner, M., & Bunge, M. (1996). Is religious education compatible with science education? Science & Education, 5(2), 101–123.

    Google Scholar 

  • Martin, M. (1972). Concepts of science education: A philosophical analysis. New York: Scott, Foresman & Co. Reprint, University Press of America, 1985.

    Google Scholar 

  • Martins, R. A. (1993). Huygens’s reaction to Newton’s gravitational theory. In J. V. Field & F. A. J. L. James (Eds.), Renaissance and revolution: Humanists, scholars, craftsmen and natural philosophers in early modern Europe (pp. 203–214). Cambridge: Cambridge University Press.

    Google Scholar 

  • Matthews, M. R. (1980). Knowledge, action and power. In R. Mackie (Ed.), Literacy and revolution: The pedagogy of Paulo Freire (pp. 82–92). London: Pluto Press.

    Google Scholar 

  • Matthews, M. R. (1981). The Marxist theory of schooling: A study in epistemology and education. Brighton: Harvester Press.

    Google Scholar 

  • Matthews, M. R. (Ed.). (1989). The scientific background to modern philosophy. Indianapolis: Hackett Publishing Company.

    Google Scholar 

  • Matthews, M. R. (1990a). Galileo and pendulum motion: A case for history and philosophy in the science classroom. Research in Science Education, 19, 187–197.

    Google Scholar 

  • Matthews, M. R. (1990b). History, philosophy and science teaching: What can be done in an undergraduate course? Studies in Philosophy and Education, 10(1), 93–97.

    Google Scholar 

  • Matthews, M. R. (1992). Constructivism and the empiricist legacy. In M. K. Pearsall (Ed.), Scope, sequence, and coordination of secondary school science: Volume II relevant research (pp. 183–196). Washington, DC: National Science Teachers Association.

    Google Scholar 

  • Matthews, M. R. (1993). Constructivism and science education: Some epistemological problems. Journal of Science Education and Technology, 2(1), 359–370.

    Google Scholar 

  • Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge.

    Google Scholar 

  • Matthews, M. R. (1995). Challenging New Zealand science education. Palmerston North: Dunmore Press.

    Google Scholar 

  • Matthews, M. R. (1997a). Scheffler revisited on the role of history and philosophy of science in science teacher education. In H. Siegel (Ed.), Reason and education: Essays in Honor of Israel Scheffler (pp. 159–173). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Matthews, M. R. (1997b). James T. Robinson’s account of philosophy of science and science teaching: Some lessons for today from the 1960s. Science Education, 81(3), 295–315.

    Google Scholar 

  • Matthews, M. R. (Ed.). (1998a). Constructivism in science education: A philosophical examination. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Matthews, M. R. (1998b). In defence of modest goals for teaching about the nature of science. Journal of Research in Science Teaching, 35(2), 161–174.

    Google Scholar 

  • Matthews, M. R. (1998c). Opportunities lost: The pendulum in the USA national science education standards. Journal of Science Education and Technology, 7(3), 203–214.

    Google Scholar 

  • Matthews, M. R. (2000). Time for science education: How teaching the history and philosophy of pendulum motion can contribute to science literacy. New York: Kluwer Academic Publishers.

    Google Scholar 

  • Matthews, M. R. (2001). Methodology and politics in science: The case of Huygens’ 1673 proposal of the seconds pendulum as an international standard of length and some educational suggestions. Science & Education, 10(1–2), 119–135.

    Google Scholar 

  • Matthews, M. R. (2004a). Thomas Kuhn and science education: What lessons can be learnt? Science Education, 88(1), 90–118.

    Google Scholar 

  • Matthews, M. R. (2004b). Idealisation in Galileo’s pendulum discoveries: Historical, philosophical and pedagogical considerations. Science & Education, 13(7–8), 689–715.

    Google Scholar 

  • Matthews, M. R. (2009). Science, worldviews and education. Dordrecht: Springer.

    Google Scholar 

  • Matthews, M. R. (Ed.). (2014a). International handbook of research in history, philosophy and science teaching, 3 volumes. Dordrecht: Springer.

    Google Scholar 

  • Matthews, M. R. (2014b). Introduction: the history, purpose and content of the Springer international handbook of research in history, philosophy and science teaching. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1–15). Dordrecht: Springer.

    Google Scholar 

  • Matthews, M. R. (2014c). Pendulum motion: A case study in how history and philosophy can contribute to science education. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 19–56). Dordrecht: Springer.

    Google Scholar 

  • Matthews, M. R. (2015). Science teaching: The contribution of history and philosophy of science: 20th anniversary revised and enlarged edition. New York: Routledge.

    Google Scholar 

  • Matthews, M. R. (Ed.). (2016). Contemporary research in history, philosophy and science teaching. Dordrecht: Springer.

    Google Scholar 

  • Matthews, M. R., Bevilacqua, F., & Giannetto, E. (Eds.). (2001). Science education and culture: The role of history and philosophy of science. Dordrecht: Kluwer.

    Google Scholar 

  • Matthews, M. R., Gauld, C. F., & Stinner, A. (Eds.). (2005). The pendulum: Scientific, historical, philosophical and educational perspectives. Dordrecht: Springer.

    Google Scholar 

  • Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.

    Google Scholar 

  • McCarthy, C. L. (2014). Cultural studies in science education: Philosophical considerations. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1927–1964). Dordrecht: Springer.

    Google Scholar 

  • McComas, W. F. (Ed.). (1998). The nature of science in science education: Rationales and strategies. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • McGuinness, D. (1997). Why our children can’t read and what we can do about it. New York: The Free Press.

    Google Scholar 

  • McGuinness, D. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: MIT Press.

    Google Scholar 

  • McMullin, E. (1985). Galilean idealization. Studies in the History and Philosophy of Science, 16, 347–373.

    Google Scholar 

  • Meli, D. B. (2006). Thinking with objects: The transformation of mechanics in the seventeenth century. Baltimore: John Hopkins University Press.

    Google Scholar 

  • Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.

    Google Scholar 

  • Nanda, M. (1998). the epistemic charity of the social constructivist critics of science and why the third world should refuse the offer. In N. Koertge (Ed.), A house built on sand: Exposing postmodernist myths about science (pp. 286–311). New York: Oxford University Press.

    Google Scholar 

  • Nasr, S. H. (1996). Religion and the order of nature. Oxford: Oxford University Press.

    Google Scholar 

  • National Mathematics Advisory Panel (NMAP). (2007). Preliminary report. Washington, DC: Department of Education.

    Google Scholar 

  • National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Health.

    Google Scholar 

  • National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council (NRC). (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council (NRC). (2002). In R. J. Shavelson & L. Towne (Eds.), Scientific research in education. Washington, DC: National Academy Press.

  • National Research Council (NRC). (2006). America’s lab report: Investigations in high school science. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council (NRC). (2013). Next generation science standards. Washington, DC: National Academies Press.

    Google Scholar 

  • Neville, A. J. (2009). Problem-based learning and medical education forty years on: A review of its effects on knowledge and clinical performance. Medical Principles and Practice, 18, 1–9.

    Google Scholar 

  • Niaz, M. (2010). Innovating science teacher education: A history and philosophy of science perspective. New York: Routledge.

    Google Scholar 

  • Nicholson, T. (1997). Closing the gap on reading failure: Social class, phonemic awareness and learning to read. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 381–407). NJ.: Lawrence Erlbaum Mahwah.

    Google Scholar 

  • Nicholson, T. (2000). Reading the writing on the wall: Debates, challenges and opportunities in the teaching of reading. Palmerston North: Dunmore Press.

    Google Scholar 

  • Noddings, N. (1990). Constructivism in mathematics education. In R. Davis, C. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 7–18). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Nola, R. (1997). Constructivism in science and in science education: A philosophical critique. Science & Education, 6(1–2), 55–83.

    Google Scholar 

  • Nola, R. (2000). Saving Kuhn from the sociologists of science. Science & Education, 9(1–2), 77–90.

    Google Scholar 

  • Nola, R. (2003). “Naked before reality; skinless before the absolute”: A critique of the inaccessibility of reality argument in constructivism. Science & Education, 12(2), 131–166.

    Google Scholar 

  • Nola, R. (2004). Pendula, models, constructivism and reality. Science & Education, 13(4–5), 349–377.

    Google Scholar 

  • Nola, R., & Irzik, G. (2005). Philosophy, science, education and culture. Dordrecht: Springer.

    Google Scholar 

  • Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press.

  • Orwell, G. (1945). Politics and the English language. In his Shooting an elephant and other essays. New York: Harcourt, Brace & World.

  • Oreskes, N., & Conway, E. M. (2010). Merchants of doubt: How a handful of scientists obscured the truth on issues from tobacco smoke to global warming. New York: Bloomsbury Press.

  • Outram, D. (2005). The enlightenment (2nd ed.). New York: Cambridge University Press.

    Google Scholar 

  • Pagden, A. (2013). The enlightenment and why it still matters. Oxford: Oxford University Press.

    Google Scholar 

  • Palmieri, P. (2011). A history of Galileo’s inclined plane experiment and its philosophical implications. Lewiston, NY: The Edwin Mellen Press.

    Google Scholar 

  • Papayannakos, D. P. (2008). Philosophical skepticism not relativism is the problem with the strong programme in science studies and with educational constructivism. Science & Education, 17(6), 573–611.

    Google Scholar 

  • Pearson, N. (2009). Radical hope: Education and equality in Australia. Quarterly Essay, 35. Reprinted in 2011 as a book. Collingwood: Black Inc.

  • Pearson, N. (2014). Australian of the year. The Australian, January 25, p. 1.

  • Peters, R. S. (1966). Ethics and education. London: George Allen and Unwin.

    Google Scholar 

  • Phillips, D. C. (1997). Coming to terms with radical social constructivisms. Science & Education, 6(1–2), 85–104.

    Google Scholar 

  • Phillips, D. C. (Ed.). (2014). Encyclopedia of educational philosophy and theory, two volumes. Los Angeles: Sage.

    Google Scholar 

  • Pickering, A. (Ed.). (1992). Science as practice and culture. Chicago: University of Chicago Press.

    Google Scholar 

  • Pickering, A. (1995). The mangle of practice: Time, agency and science. Chicago: University of Chicago Press.

    Google Scholar 

  • Pinch, T. J., & Collins, H. M. (1984). Private science and public knowledge. Social Studies of Science, 14, 521–546.

    Google Scholar 

  • Pinker, S. (2014). The sense of style: The thinking Person’s guide to writing in the 21st century. London: Allen Lane.

    Google Scholar 

  • Popper, K. R. (1953/1963). A note on Berkeley as a precursor of Mach and Einstein. In his Conjectures and refutations (pp. 166–174). London: Routledge & Kegan Paul.

  • Popper, K. R. (1963). Conjectures and refutations: The growth of scientific knowledge. London: Routledge & Kegan Paul.

    Google Scholar 

  • Porter, R. (2000). The enlightenment: Britain and the creation of the modern world. London: Penguin Books.

    Google Scholar 

  • Postman, N. (1999). Building a bridge to the 18th century: How the past can improve our future. New York: Alfred A. Knopf.

    Google Scholar 

  • Robinson, J. T. (1968). The nature of science and science teaching. Belmont CA: Wadsworth.

    Google Scholar 

  • Rocard, M., Osermely, P., Jorde, D., Lenzen, D., & Walberg-Henniksson, H. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission.

    Google Scholar 

  • Rodriguez, A. J. (1998). Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 35(6), 589–622.

    Google Scholar 

  • Roth, W.-M. (2006). Learning science: A singular plural perspective. Rotterdam: Sense Publishers.

    Google Scholar 

  • Roth, M.-W., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31(1), 5–30.

    Google Scholar 

  • Roth, W.-M., & Tobin, K. (2007). Introduction: Gendered identities. In W.-M. Roth & K. Tobin (Eds.), Science, learning, identity. Sociocultural and cultural–historical perspectives (pp. 99–102). Rotterdam: Sense Publishers.

    Google Scholar 

  • Rutherford, F. J. (2001). Fostering the history of science in American science education: The role of project 2061. Science & Education, 10(6), 569–580.

    Google Scholar 

  • Ruthven, K., Laborde, C., Leach, J., & Tiberghien, A. (2009). Design tools in didactical research: Instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational Researcher, 38(5), 329–342.

    Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135–148). Englewood Cliffs, NJ: Education Technology Publications.

    Google Scholar 

  • Scheffler, I. (1970). Philosophy and the curriculum. In his Reason and teaching (pp. 31–44). London: Routledge, 1973. Reprinted in Science & Education, 1992, 1(4), 385–394.

  • Schulz, R. M. (2009). Reforming science education: Part I. The search for a philosophy of science education. Science & Education, 18(3–4), 225–249.

    Google Scholar 

  • Scott, P., Asoko, H., Driver, R., & Emberton, J. (1994). Working from children’s ideas: Planning and teaching a chemistry topic from a constructivist perspective. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 201–220). London: Falmer Press.

    Google Scholar 

  • Shapin, S. (2005). Hyper-professionalism and the crisis of readership in the history of science. Isis, 96(2), 238–243.

    Google Scholar 

  • Shimony, A. (1997). Presidential address: Some historical and philosophical reflections on science and enlightenment. In L. Darden (Ed.) Proceedings of the 1996 PSA meeting, S1–S14.

  • Siegel, H. (1989). The rationality of science, critical thinking, and science education. Synthese 80(1), 9–42. Reprinted in M. R. Matthews (Ed.). (1991). History, philosophy and science teaching: Selected readings. New York: OISE Press, Toronto and Teachers College Press.

  • Siegel, H. (1997). Editor’s introduction. In H. Siegel (Ed.), Reason and education: Essays in Honor of Israel scheffler (pp. 1–6). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Siegel, H. (2002). Multiculturalism, universalism, and science education. In search of a common ground. Science Education, 86(6), 803–820.

    Google Scholar 

  • Slezak, P. (1994a). Sociology of science and science education: Part I. Science & Education, 3(3), 265–294.

    Google Scholar 

  • Slezak, P. (1994b). Sociology of science and science education. Part 11: Laboratory life under the microscope. Science & Education, 3(4), 329–356.

    Google Scholar 

  • Slezak, P. (2012). Review of Michael Ruse Science and spirituality: Making room for faith in the age of science. Science & Education, 21, 403–413.

    Google Scholar 

  • Smith, M. U. (2010). Current status of research in teaching and learning evolution: I philosophical/epistemological issues. Science & Education, 19(6–8), 523–538.

    Google Scholar 

  • Sobel, D. (1995). Longitude: The true story of a lone genius who solved the greatest scientific problem of his time. New York: Walker Publishing Company.

    Google Scholar 

  • Sobel, D. (1999). Galileo’s daughter: A historical memoir of science, faith, and love. New York: Walker Publishing Company.

    Google Scholar 

  • Sokal, A. (1996). Transgressing the boundaries: Toward a transformative hermeneutics of quantum gravity. Social Text, 46(47), 217–252.

    Google Scholar 

  • Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23, 1–19.

    Google Scholar 

  • Stanovich, K. E. (1994). Constructivism in reading education. The Journal of Special Education, 28(3), 259–274.

    Google Scholar 

  • Steinberg, S. R., & Kincheloe, J. (2012). Employing the bricolage as critical research in science education. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), International handbook of science education (2nd ed., pp. 1485–1500). Berlin: Springer.

    Google Scholar 

  • Stenhouse, D. (1985). Active philosophy in education and science: Paradigms and language games. London: Allen & Unwin.

    Google Scholar 

  • Stewart, M. (2014). Nature’s god: The heretical origins of the American Republic. New York: W.W. Norton & Co.

    Google Scholar 

  • Stinner, A., McMillan, B., Metz, D., Jilek, J., & Klassen, S. (2003). The renewal of case studies in science education. Science & Education, 12, 617–643.

    Google Scholar 

  • Struik, G. J. (1989). Science syllabus Woolly-Witted says Dr Struik. Nelson Mail, 12–14 June.

  • Suchting, W. A. (1992). Constructivism deconstructed. Science & Education, 1(3), 223–254. Reprinted in M. R. Matthews (Ed.). (1998). Constructivism in science education: A philosophical examination (pp. 61–92). Dordrecht: Kluwer Academic Publishers.

  • Suchting, W. A. (1994). Notes on the cultural significance of the sciences. Science & Education, 3(1), 1–56.

    Google Scholar 

  • Sweller, J. (2009). What human cognitive architecture tells us about constructivism. In S. Tobias & T. M. Thomas (Eds.), Constructivist instruction: Success or failure? (pp. 127–143). New York: Routledge.

    Google Scholar 

  • Taber, K. S. (2009). Progressing science education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.

    Google Scholar 

  • Tobin, K. (1991). Constructivist perspectives on research in science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake Geneva, Wisconsin.

  • Tobin, K. (Ed.). (1993). The practice of constructivism in science and mathematics education. Washington, DC: AAAS Press.

  • Tobin, K. (2000). Constructivism in science education: Moving on. In D. C. Phillips (Ed.), Constructivism in education (pp. 227–253). Chicago: National Society for the Study of Education.

    Google Scholar 

  • Tobin, K., & Roth, W.-M. (2006). Editorial. Cultural Studies of Science Education, 1(1), 1–5.

    Google Scholar 

  • Torgerson, C.J., Brooks, G., & Hall, J. (2006). A systematic review of the research literature on the use of phonics. Sheffield: Department of Education and Skills (UK).

  • Turner, M. (1994). Sponsored reading failure. In B. Stierer & J. Maybin (Eds.), Language, literacy and learning in educational practice (pp. 111–127). Clevedon: Open University Press.

    Google Scholar 

  • Turner, S. C. (2012). Changing images of the inclined plane: A case study of a revolution in American science education. Science & Education, 21(2), 245–270.

    Google Scholar 

  • Uebel, T. E. (2004). Education, enlightenment and positivism: The Vienna Circle’s scientific world-conception revisited. Science & Education, 13(1–2), 41–66.

    Google Scholar 

  • van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.

    Google Scholar 

  • Vico, G. (1710/1988). On the most ancient wisdom of the Italians unearthed from the origins of the Italian language. Ithaca: Cornell University Press.

  • von Glasersfeld, E. (1989). Cognition, construction of knowledge and teaching. Synthese, 80(1), 121–140.

    Google Scholar 

  • von Glasersfeld, E. (1995). Radical constructivism. A way of knowing and learning. London: The Falmer Press.

    Google Scholar 

  • Wells, R. (1989). A report on the draft forms 1–5 science syllabus for schools. Wellington: Education Committee of the Royal Society of New Zealand.

    Google Scholar 

  • Westbury, I., Hopmann, S., & Riquarts, K. (Eds.). (2000). Teaching as a reflective practice: The German Didaktik tradition. Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Westfall, R. S. (1990). Making a world of precision: Newton and the construction of a quantitative physics. In F. Durham & R. D. Purrington (Eds.), Some truer method. Reflections on the heritage of Newton (pp. 59–87). New York: Columbia University Press.

    Google Scholar 

  • Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Yalaki, Y., & Çakmaci, G. (2010). A conversation with Michael R. Matthews: The contribution of history and philosophy of science to science teaching and research. Eurasian Journal of Mathematics, Science & Technology, Education, 6(4), 287–309.

    Google Scholar 

  • Yeany, R. H. (1991). A unifying theme in science education? NARST News, 33(2), 1–3.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, University of New South Wales, Sydney, Australia

    Michael R. Matthews

Authors
  1. Michael R. Matthews
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michael R. Matthews.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Matthews, M.R. Reflections on 25 Years of Journal Editorship. Sci & Educ 24, 749–805 (2015). https://doi.org/10.1007/s11191-015-9764-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-015-9764-8

Keywords

Search

Navigation