Focuses on the selection, classification, and comparative presentation of various proposals concerning the contribution of the history of physics in physics education that have been designed and/or carried out as part of either research or curriculum development during the last century. (Author/SAH)

"Benchmarks" and "Standards" describe science in terms that seem to emphasize tentative, local knowledge while at other times emphasizing stable, universal knowledge. Presents an overall picture of science to be one of modern realism, and shows how the postmodern relativist could select statements that paint a scene as epistemically equivalent to…

Lists references that focus on the empirical research related to the nature of science as an educational goal along with a few influential philosophical works. The list proves useful to educators and scholars in other fields interested in the nature of science and how understanding can be realized as a goal of science instruction. (Author/SAH)

Explains how Henry Cavendish performed an experiment to measure the density of the earth. Considers the problems that can arise in maintaining the anachronisms of his approach. (MM)

Analyzes the politicization of the natural sciences curriculum in Argentinean schools in relation to evolutionist theories and the teaching of astronomy and cosmography. Concludes that the ways in which content is selected and arranged arise as a solution to ideological conflicts. (MM)

Suggests that the motivation for Hungarian scientist Lorand Eotvos' research into gravitation was a desire to popularize university education and science. (MM)

Takes the position that introducing the history and philosophy of science into school science curricula is a necessary, though not sufficient, part of any school effort to promote science literacy. Reports on the progress of two such initiatives, namely The Project Physics Course and Project 2061. (MM)

Analyzes the importance of the philosophy of chemistry for teaching and learning as opposed to traditional applications of history and philosophy of science. Explores the implications of this new domain in the context of chemical models. (MM)

Science teachers can profit from an education in the analysis of the process of story production and its reception by an audience. Promotes the study of narrative theories. (MM)

Discusses a new Master's degree program in Brazil. Analyzes the challenges in less developed countries of doing research, developing a scientific culture, and working in new and/or interdisciplinary research groups. (MM)

Discusses Newton's long struggle with the concepts of inertia and centrifugal force as an example of high-grade scientific thinking. Discusses the role of textbooks and how they largely emphasize memorization. Suggests that the historical approach can be more time-consuming than textbook-based teaching and that it requires a good understanding of…

Examines the views of a representative sample of experts in physics, physics education, and history and philosophy of science (HPS) on the incorporation of HPS-based materials in physics instruction. Reports on three areas: (1) the rationale to include HPS; (2) the most appropriate ways of doing so; and (3) anticipated difficulties with such a new…

Presents didactic material and discusses educational experiences developed by the Tekne Group in Brazil. Points out that science is presented in a broader context of culture and aims to improve instructional practices in science. Explains some of the principles that inform the Tekne Group's work. (Contains 28 references.) (Author/YDS)

Explains the properties of charged objects, the nature of an electric charge, and interactions between electricity and magnetism. Suggests that the development of modern ideas about electricity and magnetism were not a linear progression. (Contains 34 references.) (Author/YDS)

Points out fundamental problems in combining mathematics education with the history of mathematics. Discusses the importance of the history of mathematics in mathematics education, dilemmas in using the historical approach, and two possible resolutions, radical separation and radical accommodation. (Contains 47 references.) (Author/YDS)