NSCPHD1061 Educational Implications of the History and Philosophy of Science and Mathematics
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The course will focus on the utilization of historical and philosophical scholarship to clarify and deal with the many curriculum, pedagogical and theoretical issues facing contemporary science and mathematics education. This goal has been pursued by the IHPST group (http://ihpst.net/) and published in the journal Science & Education (link.springer.com/journal/11191) over more than 25 years and this research tradition will be presented in the course. Such educational uses of history and philosophy of science and mathematics will be illustrated with several case studies from different disciplines presented by the course lecturers and invited speakers from SCIENCE. Theses episodes shall enable the students to conduct similar analysis regarding the specific topic of their didactic research. In the last two days of the course, the students will present their case studies and receive feedback from the course lecturers.
Knowledge:
After having completed the course, the student will have a sound
knowledge of the research tradition that investigates educational
implications of the history and philosophy of science and
mathematics (including journals, societies, conferences).
Skills:
After having completed the course the student will be able to
1. Find historical and philosophical sources related to specific
science and mathematics topics.
2. Develop teaching and learning sequences that take historical and
philosophical aspects into account.
Competences:
After having completed the course the student will be able to
1. Analyze current teaching materials critically from a
historical and philosophical perspective.
2. Structure a scientific paper that deals with educational
implications of history and philosophy.
3. Independently formulate and investigate historical and philosophical questions within a specific field of science and mathematics.
4. Compare the original formulations of scientific theories with the modern way of teaching specific science and mathematics topics and reflect about pros and cons of the "didactic transformation".
Matthews, M. R. (Ed.) (2014) International Handbook of Research in History, Philosophy and Science Teaching. (Selected texts will be made available for participant.
- Category
- Hours
- Class Seminar
- 10
- Lectures
- 40
- Preparation
- 60
- Study Groups
- 15
- Total
- 125
- Credit
- 5 ECTS
- Type of assessment
- Course participation
- Censorship form
- No external censorship
Course information
- Language
- Danish
- Course code
- NSCPHD1061
- Credit
- 5 ECTS
- Level
- Ph.D.
- Duration
- Placement
- Autumn
5 consecutive full days
- Schedule
- A1September 19-23, 2016
- Course capacity
- 25
- Study board
- Natural Sciences PhD Committee
Contracting department
- Department of Science Education
Course responsibles
- Ricardo Avelar Sotomaior Karam
(13-7b726c6a7b6d7837746a7b6a764972776d37747e376d74)
Didactics of Physics and Mathematics
Lecturers
Michael Matthews
Peter Heering
Ricardo Karam (IND-KU)
Claus Emmeche (IND-KU)
Mikkel Willum Johansen (IND-KU)
Jesper Lützen (MATH-KU)
Tinne Hoff Kjeldsen (MATH-KU)