What is it about?
This is a report on a Boston University conference from December 2012 on the role of the history and philosophy of science in science teaching. The principal conclusions drawn are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate...
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Why is it important?
There is a widely held belief that there is positive value in teaching the history and philosophy of science in support of science education. Yet the hypothesis that teaching HPS has practical value in the classroom and for meeting national science education standards does not have a strong evidential basis. The principal outcome of the conference was expected to be a sequence of next research and development steps to be taken to close the gap between what wisdom suggests and evidence supports.
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This page is a summary of: Report on a Boston University Conference December 7–8, 2012 on How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?, Science & Education, August 2014, Springer Science + Business Media,
DOI: 10.1007/s11191-014-9716-8.
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