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The official IHPST research journal is Science & Education. It is published by Springer and is now (2016) in its 25th Volume. |
Editor-in-Chief
Kostas Kampourakis
University of Geneva, Switzerland
Founding Editor
Michael R. Matthews
University of New South Wales, Australia
The Editorial Committee is a distinguished group of forty science and mathematics educators, historians and philosophers of science, cognitive psychologists, scientists and philosophers of education. The committee members are drawn from fourteen countries; they include two past presidents of the US History of Science Society, five past presidents of the US Philosophy of Education Society, a former president of the US Philosophy of Science Association, and eighteen current or former editors of major international journals in science education, philosophy of education, and the history and philosophy of science.
A feature of the journal has been the publication of thematic issues on important and topical subjects.
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Accordion Widget
Thematic Issues
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2015, ‘The Interplay of Physics and Mathematics: Historical, Philosophical and Pedagogical Considerations’, 24(5-6)
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2015, ‘Mendel, Mendelism and Education: 150 years since the “Versuche”’, 24(1)
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2014, ‘Modelling Conceptual Change’, 23(7)
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2014, ‘Energy Conservation: History, Philosophy and Education’, 23(6)
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2014, ‘History of Science in Museums’, 23(4)
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2014, ‘Literature, Science and Science Education’, 23(3)
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2014, ‘Genetics and Society: Educating Scientifically Literate Citizens’, 23(2)
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2014, ‘History, Philosophy and Mathematics Education’, 23(1)
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2013, ‘Commercialisation and Commodification of Science: Educational Responses’, 22(10)
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2013, ‘History of Science and Science Teaching: Reading The Origin’, 22(9)
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2013, ‘Philosophy, Chemistry and Education’, 22(7)
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2013, ‘Cross-National and Comparative History of Science Education’, 22(4)
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2013, ‘Philosophical Considerations in the Teaching of Biolog’, 22(1-2)
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2012, ‘Popularizing and Policing ‘Darwinism’ 1859-1900’, 21(7)
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2012, ‘Application of the History and Philosophy of Science in Science Teaching’,21(6)
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2012, ‘Popular Science Between News and Education: A European Perspective’,21(3)
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2012, ‘The History of Experimental Science Teaching’, 21(2)
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2011, ‘Nordic Studies in History, Philosophy and Science Teaching’, 20(3-4)
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2011, ‘Science and Pseudoscience in Society and Classrooms’, 20(5-6)
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2010, ‘Darwin and Darwinism’, 19(4-5, 6-8)
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2009, ‘Science, Worldviews and Education’, 18(6-7)
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2009, ‘Politics and Philosophy of Science’, 18(2)
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2008, ‘Feminism and Science Education’, 17(10)
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2008, ‘Studies in Historical Replication in Psychology’, 17(5)
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2008, ‘Social and Ethical Issues in Science Education’, 17(8-9)
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2008, ‘Teaching and Assessing the Nature of Science’, 17(2-4)
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2007, ‘Models in Science and in Science Education’, 16(7-8)
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2007, ‘Learning and Entertainment: From Itinerant Lecturers of the 18th Century to Popularising Science for the 21st Century’, 16(6)
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2006, ‘Textbooks in the Scientific Periphery’, 15(7-8)
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2006, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 15(6)
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2006, ‘Science Teaching in Early Modern Europe’, 15(2-4)
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2004, ‘The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives’, 13(4-5)
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2004, ‘Science Education and Positivism’ 13(1-2)
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2003, ‘History, Philosophy and the Teaching of Quantum Theory’, 12(2-3)
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2000, ‘Constructivism and Science Education’, 9(6)
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2000, ‘Thomas Kuhn and Science Education’, 9(1-2)
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1999, ‘Children’s Theories and Scientific Theories’, 8(5)
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1999, ‘Galileo and Science Education’, 8(2)
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1999, ‘Values in Science and in Science Education’, 8(1)
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1997 ‘The Nature of Science and Science Education’, 6(4)
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1997, ‘Philosophy and Constructivism in Science Education’, 6(1-2)
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1996, ‘Religion and Science Education’, 5(2)
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1995, ‘Hermeneutics and Science Education’, 4(2)
- 1994, ‘Science and Culture’, 3(1)
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