Argues that, although naturalized philosophy of science points to important aspects of the scientific process that have not attracted the attention they deserve, it is not an acceptable philosophy. Claims that the basic theses of full-fledged naturalized philosophy of science simply cannot be true since they end up either in logical circles or in…

Examines recent developments in Nancy Cartwright's philosophy of science against the background of her earlier ideas. Argues that Cartwright's views fall within the broad empiricist tradition. Contains 19 references. (Author/WRM)

Discusses the philosophical strengths and weaknesses of Laudan's normative naturalism, which understands the principles of scientific method to be akin to scientific hypotheses, and therefore open to test like any principle of science. Contains 19 references. (Author/WRM)

Argues that a broadly inductivist view of science, including its observational base, is the most appropriate approach to the philosophy of science. (Author/WRM)

Discusses the evolution of science through historical accounts. History should become an integral part of science teaching at all levels as it is through history of science that students can become aware of the open nature of science, and more importantly, of the open nature of methods by which science can be done. (Author/SAH)

Addresses Lawson's (2002) interpretations of Galileo's discovery of the moons of Jupiter and other cases that exhibit historical errors. Suggests that such cases can distort history and lessons about the nature of science. (SOE)

Criticizes the account of observation given by Alan Chalmers in "What Is This Thing Called Science?" and provides an alternative based on direct realist approaches to perception. Contains 15 references. (Author/WRM)

Describes a proposed middle school curriculum designed to coordinate the major subject areas around a single coherent story line and tell the epic tale of the development of formal intellectual culture from its distant origins to the present day. Ourstory explores the history of scientific culture from the perspective of foundational disciplines…

Examines the role played by metaphor in supporting and conditioning thinking about theoretical models of learning in science education. With special reference to von Glasersfeld's theory of radical constructivism, suggests that much of the controversy appearing in the academic discussion of this theory stems from the injudicious use of metaphors…

Discusses recent science studies that focus on experimentation and the implications of these studies for the philosophy of science. Argues that the results of scientific experiments are practical productions that embody practical solutions to some of the key problems that have worried science philosophers. (Author/WRM)

Part One presents empirical results of students' epistemological conceptions of laws, hypotheses, theories, and models. These results are discussed in relation to research results from different recent publications. Part Two gives an outline and analysis of a two-year program for teaching epistemology in a physics course. (AIM)

Adapts Cortes' Multicultural Empowerment Model to science teaching and to Wittrock's Model of Generative Learning and Teaching in Science. Encourages all children to learn science and learn about science. Contains 55 references. (DDR)

Urges science teachers and their students to gain an understanding of the nature of science. Describes this field as a blending of various aspects of the social studies of science such as the history, sociology, and philosophy of science. Contains 118 references. (DDR)

Argues that scientific literacy requires that students know how to apply scientific theories and that the skill of theory articulation has to be taught explicitly. Analysis of textbooks and tests indicates that this is not currently done. Offers Roger C. Schank's theory of explanation as a starting point to develop that skill. (Author/MDH)