Educational Implications of the History and Philosophy of Science and Mathematics

Course content

 

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The course will focus on the utilization of historical and philosophical scholarship to clarify and deal with the many curriculum, pedagogical and theoretical issues facing contemporary science and mathematics education. This goal has been pursued by the IHPST group (http://ihpst.net/) and published in the journal Science & Education (link.springer.com/journal/11191) over more than 25 years and this research tradition will be presented in the course. Such educational uses of history and philosophy of science and mathematics will be illustrated with several case studies from different disciplines presented by the course lecturers and invited speakers from SCIENCE. Theses episodes shall enable the students to conduct similar analysis regarding the specific topic of their didactic research. In the last two days of the course, the students will present their case studies and receive feedback from the course lecturers. 

Learning outcome

Knowledge:
After having completed the course, the student will have a sound knowledge of the research tradition that investigates educational implications of the history and philosophy of science and mathematics (including journals, societies, conferences).

Skills:
After having completed the course the student will be able to
1. Find historical and philosophical sources related to specific science and mathematics topics.
2. Develop teaching and learning sequences that take historical and philosophical aspects into account.

Competences: 
After having completed the course the student will be able to

1. Analyze current teaching materials critically from a historical and philosophical perspective.
2. Structure a scientific paper that deals with educational implications of history and philosophy.

3. Independently formulate and investigate historical and philosophical questions within a specific field of science and mathematics.

4. Compare the original formulations of scientific theories with the modern way of teaching specific science and mathematics topics and reflect about pros and cons of the "didactic transformation".

Historical and philosophical case studies from science and mathematics are presented by the course lecturers and invited speakers from the Faculty of Science, Uuniversity of Copenhagen. Following the presentations, students will discuss the educational implications with presenters. These cases will enable the students to conduct similar analysis regarding the specific topics of their own research.

Matthews, M. R. (Ed.) (2014) International Handbook of Research in History, Philosophy and Science Teaching. (Selected texts will be made available for participant. 

 

ECTS
5 ECTS
Type of assessment
Course participation
Censorship form
No external censorship
  • Category
  • Hours
  • Lectures
  • 40
  • Preparation
  • 60
  • Class Seminar
  • 10
  • Study Groups
  • 15
  • English
  • 125