LEADER 01399nam a2200277 i 4500 001 991001656079707536 008 030603s it 000 0 ita d 020 $a8814072590 035 $ab12178378-39ule_inst 040 $aDip.to Studi Giuridici$bita 082 0 $a342.029 111 2 $aSeminario internazionale di studi in memoria di Francisco Tomas y valiente$d<1996 ;$cMessina>$0451320 245 03$aIl modello costituzionale inglese e la sua recezione nell'area mediterranea tra la fine del 700 e la prima metà dell'800 :$batti del seminario internazionale di studi in memoria di Francisco Tomas y Valiente, Messina, 14-16 novembre 1996 /$ca cura di Andrea Romano 260 $aMilano :$bA. Giuffrè,$c1998 300 $axvii, 1084 p. ;$c25 cm 440 0$aStudi storico giuridici ;$v4 504 $aInclude riferimenti bibliografici 650 0$aCostituzione inglese$xCostituzioni europee$ySec. 18.-19. 650 0$aCongressi$zMessina$y1996 700 1 $aRomano, Andrea 907 $a.b12178378$b02-04-14$c03-06-03 912 $a991001656079707536 945 $aLE027 342.02 ROM02.01$g0$i2027000040117$lle027$o-$pE72.30$q-$rl$s- $t0$u2$v0$w2$x0$y.i12528936$z04-06-03 996 $aModello costituzionale inglese e la sua recezione nell'area mediterranea tra la fine del 700 e la prima metà dell'800$9144990 997 $aUNISALENTO 998 $ale027$b22-05-03$cm$da $e-$fita$git $h0$i1 LEADER 05080nam 22006735 450 001 9910483773903321 005 20230810225406.0 010 $a9789811605581 010 $a9811605580 024 7 $a10.1007/978-981-16-0558-1 035 $a(CKB)4100000011950835 035 $a(MiAaPQ)EBC6636674 035 $a(Au-PeEL)EBL6636674 035 $a(OCoLC)1257667033 035 $a(DE-He213)978-981-16-0558-1 035 $a(EXLCZ)994100000011950835 100 $a20210602d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHistory, Philosophy and Science Teaching: A Personal Story /$fby Michael R. Matthews 205 $a1st ed. 2021. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2021. 215 $a1 online resource (313 pages) 311 08$a9789811605574 311 08$a9811605572 327 $aChapter 1. Catholic Family and Education -- Chapter 2. Science Degree, Teacher Training and Science Teaching -- Chapter 3. Further Studies: Psychology, Philosophy and Philosophy of Education -- Chapter 4. Teaching at Teachers College and University of New South Wales -- Chapter 5. Political Interlude: Sydney City Council (1980-85) -- Chapter 6. History, Philosophy and Science Teaching: The Beginning -- Chapter 7. Constructivism in Science Education and a HPST Roadmap -- Chapter 8. HPS and Worldviews in Science Classrooms -- Chapter 9. Idealism in Cultural Studies and Realism of Mario Bunge -- Chapter 10. Philosophy and HPS in Teacher Education. 330 $aThis book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ?History, Philosophy and Science Teaching?. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends ? Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education. "Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. This is an essential read for anyone interested in science education." ? Michael J. Reiss, Professor of Science Education, University College London "The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum." ? Eric Scerri, Chemistry Department, University of California Los Angeles "Matthews records his intellectual maturation and career in a rich personal narrative. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching." ? Roland M. Schulz, Centre for Imagination in Research, Culture and Education, Simon Fraser University. 606 $aScience$xStudy and teaching 606 $aEducation$xPhilosophy 606 $aScience$xPhilosophy 606 $aScience$xHistory 606 $aEducation$xCurricula 606 $aScience Education 606 $aPhilosophy of Education 606 $aPhilosophy of Science 606 $aHistory of Science 606 $aCurriculum Studies 615 0$aScience$xStudy and teaching. 615 0$aEducation$xPhilosophy. 615 0$aScience$xPhilosophy. 615 0$aScience$xHistory. 615 0$aEducation$xCurricula. 615 14$aScience Education. 615 24$aPhilosophy of Education. 615 24$aPhilosophy of Science. 615 24$aHistory of Science. 615 24$aCurriculum Studies. 676 $a507.1 700 $aMatthews$b Michael R.$0850500 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483773903321 996 $aHistory, Philosophy and Science Teaching$92191074 997 $aUNINA