Teaching the philosophical and worldview components of science Matthews, Michael en_US 2021-11-25T17:15:17Z 2021-11-25T17:15:17Z 2009 en_US
dc.description.abstract A common feature of contemporary science education curricula is the expectation that as well as learning science content, students will learn something about science-its nature, its history, how it differs from non-scientific endeavours, and its interactions with culture and society. These curricular pronouncements provide an `open cheque` for the inclusion of history and philosophy of science in science teacher education programmes, and for their utilisation in classrooms. Unfortunately this open cheque is too often not cashed. This paper will discuss an important aspect of the contribution of science to culture, namely its role in the development of worldviews in society. A case study of the adjustments to a central Roman Catholic doctrine occasioned by the metaphysics of Atomism which was embraced at the Scientific Revolution will be presented. en_US
dc.identifier.issn 0926-7220 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Teaching the philosophical and worldview components of science en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Science and Education en_US
unsw.relation.ispartofpagefrompageto 697-728 en_US
unsw.relation.ispartofvolume 18 en_US
unsw.relation.originalPublicationAffiliation Matthews, Michael, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
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