InhaltsangabeINTRODUCTION, MICHAEL R. MATTHEWS.- Part I: PEDAGOGICAL STUDIES.- Physics.- MICHAEL R. MATTHEWS, Pendulum Motion: A Case Study in How History and Philosophy can Contribute to Science Education.- COLIN F. GAULD, Using History to Teach Mechanics.- IGAL GALILI, Teaching Optics: A Historico-Philosophical Perspective.- JENARO GUISASOLA, Teaching and Learning Electricity: The Relations between Macroscopic Level Observations and Microscopic Level Theories.- OLIVIA LEVRINI, The Role of History and Philosophy in Research on Teaching and Learning of Relativity.- ILEANA M. GRECA & OLIVAL FREIRE Jr, Meeting the Challenge: Quantum Physics in Introductory Physics Courses.- MANUEL BÄCHTOLD & MURIEL GUEDJ, Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education.- UGO BESSON, Teaching about Thermal Phenomena and Thermodynamics: The Contribution of History and Philosophy of Science.- Chemistry.- SIBEL ERDURAN & EBRU MUGALOGLU, Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions.- KEVIN C. DE BERG, The Place of the History of Chemistry in the Teaching and Learning of Chemistry.- JOSÉ ANTONIO CHAMIZO & ANDONI GARRITZ, Historical Teaching of Atomic and Molecular Structure.- Biology.- KOSTAS KAMPOURAKIS & ROSS NEHM, History and Philosophy of Science and the Teaching of Evolution: Students' Conceptions and Explanations.- ROSS NEHM & KOSTAS KAMPOURAKIS, History and Philosophy of Science and the Teaching of Macroevolution.- NIKLAS M. GERICKE & MIKE U. SMITH, 21st Century Genetics and Genomics: Contributions of HPS -Informed Research and Pedagogy.- CHARBEL N. EL-HANI, ANA MARIA R. DE ALMEIDA, GILBERTO C. BOMFIM, LEYLA M. JOAQUIM, JOÃO CARLOS M. MAGALHÃES, LIA M. N. MEYER, MAIANA A. PITOMBO & VANESSA C. DOS SANTOS, The Contribution of History and Philosophy to the Problem of Hybrid Views about Genes in Genetics Teaching.- Ecology.- AGELIKI LEFKADITI, KOSTAS KORFIATIS, & TASOS HOVARDAS, Contextualizing the Teaching and Learning of Ecology: Historical and Philosophical Considerations.- Earth Sciences.- GLENN DOLPHIN & JEFF DODICK, Teaching Controversies in Earth Science: The Role of History and Philosophy of Science.- Astronomy.- HORACIO TIGNANELLI & YANN BENÉTREAU-DUPIN, Perspectives of History and Philosophy on Teaching Astronomy.- Cosmology.- HELGE KRAGH, The Science of the Universe: Cosmology and Science Education.- Mathematics.- MICHAEL N. FRIED, History of Mathematics in Mathematics Education.- STUART ROWLANDS, Philosophy and the Secondary School Mathematics Classroom.- EDUARD GLAS, A Role for Quasi-Empiricism in Mathematics Education.- KATHLEEN MICHELLE CLARK, History of Mathematics in Teacher Education.- JUDITH V. GRABINER, The Role of Mathematics in Liberal Arts Education.- TINNE HOFF KJELDSEN & JESSICA CARTER, The Role of History and Philosophy in University Mathematics Education.- UFFE THOMAS JANKVIST, Use of Primary Sources in the Teaching and Learning of Mathematics.- Part II: THEORETICAL STUDIES.- (a) Features of Science and Education.- DEREK HODSON, Nature of Science in the Science Curriculum: Origin, Development and Shifting Emphases.- NORMAN G. LEDERMAN, STEPHEN A. BARTOS & JUDITH S. LEDERMAN, The Development, Use, and Interpretation of Nature of Science Assessments.- GÜROL IRZIK & ROBERT NOLA, New Directions for Nature of Science Research.- PETER SLEZAK, Constructivism in Science Education.- JIM MACKENZIE, RON GOOD & JAMES ROBERT BROWN, Postmodernism and Science Education: An Appraisal.- ANA C. COULÓ, Philosophical Dimensions of Social and Ethical Issues in School Science Education: Values in Science and in Science Classrooms.- GÁBOR ZEMPLÉN & GÁBOR KUTROVÁTZ, Social Studies of Science and Science Teaching.- ISMO KOPONEN & SUVI TALA, Generative Modeling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education.- CYNTHIA PASSMORE, JULIA SVOBODA GOUVEA & RONALD GIERE, Models in Science and in Learning S