Michael Matthews and the development of History, Philosophy and Science Teaching: thirty years after ‘the present rapprochement’

• Κύριος συγγραφέας: LIMA, NATHAN WILLIG
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2022
• Θέματα: Pedagogical Content Knowledge, PCK, Knowledge acquisition, Inquiry-Based Science Education, science; Energy, conservation, transformation, equivalence, history of science; Transfer of energy, mechanical work, heat, semiotic actions, inscriptions; Teleology, biology, chemistry, physics; Analyse of the activity, strategy, behaviour, spreadsheet, learning; education; Nature of science, history of science, science teaching; Total force on an immersed body, physics textbooks; Teacher training, mathematics teaching, scheme, instrument; Geology, Biology, time, explanatory register, obstacles; Energy, transformation, vertical path, primary, middle school; Issue, problem solving, preschool children, argumentation, STEM, engineering; Community, resources, teachers; science education; Inquiry-based science education, primary science education, teacher support, class observation, France; Waves, problem solving, interferences, sine function, graphical representation; Geophysical entities, preschool children’s representations, earth’s surface, implications for teaching; Serious game, robot pedagogy, cognitive mediation, activity analysis, last section of kindergarten; Earth science curriculum, student learning, quality assessment, validity and reliability study, survey development; Biology, competencies, national / global context, PISA, school-based exams; Shape of the earth, location of people on earth, the day/night cycle, mental models, children; IBSE, primary school, Intentio, institutional science education project; Didactics, Physics Sciences, modelling activities, electrostatics field; Physics learning, preschool, formation of the shadows, early science education, drawings; Early childhood, cultural-historical, sociocultural, early years, science education, technology education, engineering education.; Mixed method, sequential analysis, inquiry; Ancient remains, amphorae, mediation; Theory based structure of knowledge; nucleus-body-periphery structure of theory; cultural content knowledge (CCK); cultural knowledge of the weight concept; Technological education, teaching practices, computers practices, process of transmission - appropriation, information and communication technology; Learning Analytics, epistemology, methodology, ethics; Area Measurement, teaching area measurement, measurement tools, elementary school; Scientific partnerships, citizen science, teaching practices, science teaching; Action, reason, geometric middle, developmental perspective, International Center for Genetic Epistemology; Serious game, learning, knowledge, skills, elementary school.; Physics education, world image, theories and preoccupations, change of ideas; Children, ICT, technology, home, early childhood education; Oral health, dental caries, children’s ideas, oral health practices, pre-school education; Science education, participatory science, authenticity of learning, teaching practices, school-scientist partnerships; Participation, early mathematics, mathematising process, children’s initiatives, play pedagogies; Science education, scientific revolution, history and philosophy of science and; Material and virtual resources, praxeology, task, technique, technology, register, number sense, place-value system, Chinese abacus; Science and mathematics education; Chemical reaction, MBL, Lebanon, labwork; Primary education, investigative approach, scientific and technological activities; Spatial skills, programming cards, Scratch Jr, tangible material, code learning; Science exhibitions, technoscientific issues, practice and process, communicating controversy in science, critical viewer, negotiation; Technology education, curriculum, gender; Contradictions, conflicts, turning points, early childhood, science education, motives, demands, everyday concepts, scientific concepts; PhD studies, PhD student, supervisor, research problem; Avalanche, joint action theory for didactics (JATD), physics, resources, science communication; Science disaffection, aims of science education, didactics, educational policy and administration; Explanations construction, teaching, sciences, preschool; Content analysis, qualitative research, primary school, scientific research activity; History and Philosophy of Science, History and Philosophy of Mathematics, HP&ST; Summer programs, females, Mathematics, middle school, motivation, self-efficacy; Scolarisation des élèves handicapés; habiletés éducatives; gestes professionnels d’ajustement; auxiliaire de vie scolaire; école primaire française; Indigenous education, biology education, models, living beings classification; Concept force, didactic transposition, mathematical approach, students’ difficulties misconceptions; Digital technology, documentation work, programming, students’ autonomy, teacher education; Environmental education, environmental issues, social representations, word associations, environmental conceptions; Science, investigation, école primaire, élèves en situation de handicap; Nature of Science, history of science, balance of nature; Teaching physics, energy concept, systems of signs, inscriptions, semiotic resources; Science education, precursor models construction, flotation, teaching and learning strategy, preschool education.; Health literacy, kindergarten teacher, qualitative research, content analysis; Inquiry based teaching, formulation of hypotheses, buoyancy, manipulation, students' ideas; Learning material; knowledge structures; WPW learning model; content specialization; engagement; heteroglossia; Early childhood science, drawing, young children’s ideas, change of state; France, history of science, teaching, experimental sciences, Volta.; Problems solving, knowledge, task, declarative, procedural, hierarchy; Inquiry-Based Science Education, biology in early childhood education, teaching practices in kindergarten, learning practices in kindergarten; Health education, educational styles, biomedical model, health promotion, textbooks; Science Education, Mathematics Education, international testing, school curricula; Educative robotics, primary school, learning, micro-genetics approach, activity analysis; Pointe-à-Callière, archaeology, history, educative and cultural mediation, discovery experience

The potentialities of the interplay among Science, Science Education, History and Philosophy of Science have been acknowledged since the XIXth century. Nevertheless, the institutionalization of History, Philosophy and Science Teaching (HP ST) as a modern discipline and research field was only achieved in the end of the 1980s and beginning of the 1990s. In this perspective, it is hard to find someone that has contributed to their field as much as Michael Matthews has been doing for HP ST. In this paper, I aim to discuss the genesis and development of HP ST, highlighting the protagonist role that Michael Matthews has been playing for 30 years. The main source for this discussion is Matthews’s recently published autobiography History, Philosophy and Science Teaching: A Personal History and some of his previous works. The central assumption of this text is that a research field is constituted by two important dimensions: its conceptualization (the set of philosophical, theoretical, axiological, methodological conceptions that constitute the field), and its institutionalization (the set of means that allow the concrete implementation and diffusion of research and knowledge). In the case of HP ST, Michael Matthews has been a central figure in the development of both dimensions. Throughout this paper, I discuss Michael Matthews’s initial philosophical influences, his work to institutionalize HP ST (creating IHPST, Science Education, and HPS ST Newsletter) and his philosophical approach to HP ST, conceiving it as an important mean to enhance Science Education in the context of a liberal, cultural, and humanistic education. In 2022, we will be celebrating 30 years of Science Education and, consequently, of Michael Matthews’s seminal paper History, philosophy, and science teaching: The present rapprochement. I hope that this discussion works, firstly, as an invitation for HP ST researchers to dive into Matthew’s account on the history of the field, which iluminates many of the importat issues and debates of our discipline. Secondly, this paper is intended to be a call to remember and reinforce the original perspectives and reflections that Michael Matthews’s proposed to HP ST: the appreciation of the Enlightenment tradition, the value and importance of liberal education, the necessity of philosophical rigor, and the conception of HP ST as an essentially cross-disciplinary research field.