Science education and culture
Contents
History in science education, with cautionary tales about the agreement of measurement and theory
J. L. Heilbron
5-15
Nature-of-science literacy in benchmarks and standards
post-modern/relativist or modern/realist?
Ron Good, James Shymansky
53-65
The epic narrative of intellectual culture as a framework for curricular coherence
Robert N. Carson
67-82
History, philosophy and sociology of science in science education
results from the third international mathematics and science study
Wang, William H. Schmidt
83-102
Instrumentality, hermeneutics and the place of science in the school curriculum
James Donnelly
109-127
The primacy of cognition — or of perception?
a phenomenological critique of the theoretical bases of science education
Bo Dahlin
129-151
Constructivism in school science education
powerful model or the most dangerous intellectual tendency?
E. W. Jenkins
153-164
Philosophy of chemistry
an emerging field with implications for chemistry education
Sibel Erduran
165-177
Which way is up?
Thomas S. Kuhn's analogy to conceptual development in childhood
Alexander T. Levine
197-212
The effect of a history-based course in optics on students' views about science
Igal Galili, Amnon Hazan
229-254
Methodology and politics in science
the fate of Huygens' 1673 proposal of the seconds pendulum as an international standard of length and some educational suggestions
Michael R. Matthews
293-309