The Invention of Science Why History of Science Matters for the Clas
The Invention of Science: Why History of Science Matters for the Classroom introduces readers to some of the developments that were key for the emergence of Eurocentric science, the discipline we call science. Using history this book explores how human gr
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CULTURAL PERSPECTIVES IN SCIENCE EDUCATION: RESEARCH DIALOGS Volume 4 Series editor Kenneth Tobin, The Graduate Center, City University of New York, USA Catherine Milne, Steinhardt School o Culture, Education, and Human Development, New York University Scope Research dialogs consists of books written for undergraduate and graduate students of science education, teachers, parents, policy makers, and the public at large. Research dialogs bridge theory, research, and the practice of science education. Books in the series focus on what we know about key topics in science education – including, teaching, connecting the learning of science to the culture of students, emotions and the learning of science, labs, field trips, involving parents, science and everyday life, scientific literacy, including the latest technologies to facilitate science learning, expanding the roles of students, after school programs, museums and science, doing dissections, etc.
The Invention of Science Why History of Science Matters for the Classroom Catherine Milne New York University
SENSE PUBLISHERS ROTTERDAM/BOSTON/TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-523-9 (paperback) ISBN: 978-94-6091-524-6 (hardback) ISBN: 978-94-6091-525-3 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com
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TABLE OF CONTENTS
Preface.................................................................................................................... vii 1. What is Science? .................................................................................................. 1 2. Making Arguments ............................................................................................ 21 3. Warring Cosmologies and the Emergence of Eurocentric Science.................... 45 4. Valuing Patterns and the Continuing Emergence of Eurocentric Science ............................................................................................................... 67 5. Just the Facts, Please: Inductivism has its Day .................................................. 95 6. Understanding and Explanation: A Role for Connected and Separate Knowing............................................................................................ 129 7. Understanding Discourses in Science and Science Education ......................... 153 8. Final Comments ............................................................................................... 179
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PREFACE
In this book I seek to
