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The Invention of Science: Why History of Science Matters for the Classroom introduces readers to some of the developments that were key for the emergence of Eurocentric science, the discipline we call science. Using history this book explores how human groups and individuals were key to the invention of the discipline of we call science. All human groups have a need and desire to produce systematic knowledge that supports their ongoing survival as a community. This book examines how history can help us to understand emergence of Eurocentric science from local forms of systematic knowledge. Each chapter explores elements that were central to the invention of science including beliefs of what was real and true, forms of reasoning to be valued, and how the right knowledge should be constructed and the role of language. But most importantly this book presented these ideas in an accessible way with activities and questions to help readers grapple with the ideas being presented. Enjoy!

Science -- History -- Study and teaching. --- Science -- Study and teaching. --- Science --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Education, Special Topics --- Sciences - General --- Study and teaching --- History --- Study and teaching. --- Natural science --- Science of science --- Sciences --- Education. --- Science education. --- Science Education. --- Science education --- Scientific education --- Natural sciences

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In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, culture can be understood as material and social practice. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice). However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such social practice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share “material other than words” (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education. .

Materials science --- Study and teaching. --- Material science --- Physical sciences --- Science --- Education --- Science Education. --- Sociology of Education. --- Educational Philosophy. --- Cultural Studies. --- Learning & Instruction. --- Philosophy. --- Science education. --- Educational sociology. --- Education—Philosophy. --- Cultural studies. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Science education --- Scientific education --- Aims and objectives

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The chapters included in this book address two major questions: what are some of the methodological and theoretical issues in sociocultural research in urban education and science education and what sort of questions do technological and virtual contexts raise for these types of research perspectives. The chapters build off Ken Tobin's personal history of sociocultural research in science education and as they do each chapter asks philosophical, sociological and/or methodological questions that inform our understanding of the challenges associated with conducting research in experiential and virtual contexts.

Education. --- Science Education. --- Methodology of the Social Sciences. --- Science --- Social sciences --- Education --- Sciences --- Sciences sociales --- Study and teaching. --- Methodology. --- Etude et enseignement --- Méthodologie --- Science -- Study and teaching. --- Social Sciences --- Education, Special Topics --- Science education. --- Social sciences. --- Science education --- Scientific education --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization

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The chapters included in this book address two major questions: what are some of the methodological and theoretical issues in sociocultural research in urban education and science education and what sort of questions do technological and virtual contexts raise for these types of research perspectives. The chapters build off Ken Tobin's personal history of sociocultural research in science education and as they do each chapter asks philosophical, sociological and/or methodological questions that inform our understanding of the challenges associated with conducting research in experiential and virtual contexts.

Social sciences (general) --- Didactics of sciences --- HO (hoger onderwijs) --- sociale wetenschappen --- wetenschappen --- methodologieën