Titlebook: History, Philosophy and Science Teaching; New Perspectives Michael R. Matthews Book 2018 The Editor(s) (if applicable) and The Author(s), u

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Book 2018lture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination.. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition.? These essays show that many core commitments

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Warranted Indoctrination in Science Educationa of indoctrination. This is unfortunate as shown in the essay that follows since a simple and clear reading of standard dictionary definitions of indoctrination allow it to serve as an apt benchmark and cautionary guide to practicing science educators.

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Science Education, Indoctrination, and the?Hidden Curriculumult of an indoctrination of students. Since these views are not necessary for science, science becomes distorted for students. Thus, indoctrination could have unfortunate consequences for students’ possibilities of identifying with science and therefore, for the possibility to achieve a desirable pluralism in science.

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Book 2018ching’.? This paper launched the influential Machian tradition in education.. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula.? These are instances of the supportive relation of HPS&ST research to curri

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