Skip to main content

Mach and Science Teaching

  • Living reference work entry
  • First Online:
Encyclopedia of Educational Philosophy and Theory
  • 45 Accesses

Synonyms

History and philosophy of science; Enlightenment

Ernst Mach (1838–1916) was a major contributor to the European Enlightenment tradition, and one of the great philosopher-scientists of the late-nineteenth and early twentieth centuries. He had immediate and continuing influence in European and more generally international physics, philosophy, biology, physiology, psychology, economics, sociology, and much else, including mathematics, art and literature (Blackmore 1972; Blackmore et al. 2001; Bradley 1971; Cohen and Seeger 1970). The first of Mach’s five hundred publications – a paper on “electrical discharge and induction,” the subject of his physics PhD – appeared in 1859, the year of Darwin’s The Origin of Species. His many papers and books appeared up to and after his death in 1916, the publication year of Einstein’s Relativity: The Special and General Theory.Among his last papers was a 1918 study on “Some Sketches in Comparative Animal and Human Psychology.” Mach was a...

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

References

  • Assis, A. K. T., & Zylbersztajn, A. (2010). The influence of Ernst Mach in the teaching of mechanics. Science & Education, 10(1), 137–144.

    Google Scholar 

  • Blackmore, J. T. (1972). Ernst Mach: His work, life and influence. Berkeley: University of California Press.

    Google Scholar 

  • Blackmore, J. T., Itagaki, R., & Tanaka, S. (Eds.). (2001). Ernst Mach’s Vienna 1895–1930. Dordrecht: Kluwer.

    Google Scholar 

  • Bradley, J. (1971). Mach’s philosophy of science. London: Athlone Press of the University of London.

    Google Scholar 

  • Cohen, R. S., & Seeger, R. J. (Eds.). (1970). Ernst Mach: Physicist and philosopher. Dordrecht: Reidel.

    Google Scholar 

  • d’Espagnat, B. (2006). On physics and philosophy. Princeton: Princeton University Press.

    Google Scholar 

  • DeBoer, G. E. (1991). A history of ideas in science education. New York: Teachers College Press.

    Google Scholar 

  • Frank, P. (1950). Introduction: Historical background. In Modern science and its philosophy (pp. 1–52). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Hanson, N. R. (1965). Newton’s first law: A philosopher’s door into natural philosophy. In R. G. Colodny (Ed.), Beyond the edge of certainty (pp. 6–28). Englewood-Cliffs: Prentice Hall.

    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 

  • Huxley, T. H. (1893/1964). In C. Winick (Ed.), Science and education (2nd ed.). New York: The Citadel Press.

    Google Scholar 

  • Mach, E. (1893/1974). The science of mechanics (6th ed.) (trans: McCormack, T.). LaSalle: Open Court Publishing Company.

    Google Scholar 

  • Manuel, D. E. (1981). Reflections on the role of history and philosophy of science in school science education. School Science Review, 62(221), 769–771.

    Google Scholar 

  • Matthews, M. R. (1997). 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.

    Chapter  Google Scholar 

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

    Article  Google Scholar 

  • Matthews, M. R. (2011). From nature of science (NOS) to features of science (FOS). In M. S. Khine (Ed.), Advances in the nature of science research: Concepts and methodologies (pp. 1–26). Dordrecht: Springer.

    Google Scholar 

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

    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 

  • Parry, G. (2007). Education and the reproduction of the enlightenment. In M. Fitzpatrick, P. Jones, C. Knellwolf, & I. McCalman (Eds.), The enlightenment world (pp. 217–233). London: Routledge.

    Google Scholar 

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

    Google Scholar 

  • Weinert, F. (2005). The scientist as philosopher: Philosophical consequences of great scientific discoveries. Berlin: Springer.

    Google Scholar 

  • Siemsen, H. (2014). Ernst Mach: A genetic introduction to his educational theory and pedagogy. In M.R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching, (pp. 2329–2357). Dordrecht: Springer.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Michael R. Matthews .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Nature Singapore Pte Ltd.

About this entry

Cite this entry

Matthews, M.R. (2016). Mach and Science Teaching. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_543-1

Download citation

  • DOI: https://doi.org/10.1007/978-981-287-532-7_543-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Online ISBN: 978-981-287-532-7

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics