Science & Education 11: 623–626, 2001.
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CONTENTS OF VOLUME 11
Volume 11 No. 1 January 2002 ANTON E. LAWSON / What Does Galileo’s Discovery of Jupiter’s Moons Tell Us About the Process of Scientific Discovery
1–24
KAI HAKKARAINEN AND MATTI SINTONEN / Interrogative Model of Inquiry and Computer-Supported Collaborative Learning
25–43
LEAH M. MELBER and LINDA M. ABRAHAM / Science Education in U.S. Natural History Museums: A Historical Perspective
45–54
JULIE GESS-NEWSOME / The Use and Impact of Explicit Instruction about the Nature of Science and Science Inquiry in an Elementary Science Methods Course
55–67
HSINGCHI A. WANG and ANNE M. COX-PETERSEN / A Comparison of Elementary, Secondary and Student Teachers’ Perceptions and Practices Related to History of Science Instruction
69–81
CALVIN S. KALMAN / Developing Critical Thinking in Undergraduate Courses: A Philosophical Approach
83–94
EDUARD GLAS / Klein’s Model of Mathematical Creativity
95–104
News – Vale Arnold Arons
105–106
Contributors
107–109 Volume 11 No. 2 March
2002
ROBERT T. PENNOCK / Should Creationism be Taught in the Public Schools?
111–133
JAMES DONNELLY / Instrumentality, Hermeneutics and the Place of Science in the School Curriculum
135–153
624 KARL PETER OHLY / Changing the ‘Denkstil’ – A Case Study in the History of Molecular Genetics
155–167
HSINGCHI A. WANG and DAVID D. MARSH / Science Instruction with a Humanistic Twist: Teachers’ Perception and Practice in Using the History of Science in Their Classrooms
169–189
PETER DAVSON-GALLE / Science, Values and Objectivity
191–202
PETER HEERING and FALK MÜLLER / Cultures of Experimental Practice – An Approach in a Museum
203–214
Contributors
215–216
Volume 11 No. 3 May 2002 ANDREW AHLGREN and SOREN WHEELER / Mapping the Steps toward Basic Understanding of Scientific Inquiry
217–230
ROBERT N. CARSON / The Epic Narrative of Intellectual Culture as a Framework for Curricular Coherence
231–246
JENARO GUISASOLA, JOSE L. ZUBIMENDI, JOSE M. ALMUDÍ and MIKEL CEBERIO / The Evolution of the Concept of Capacitance Throughout the Development of the Electric Theory and the Understanding of Its Meaning by University Students
247–261
OLIVIA LEVRINI / Reconstructing the Basic Concepts of General Relativity from an Educational and Cultural Point of View
263–278
MARÍA I. COTIGNOLA, CLELIA BORDOGNA, GRACIELA PUNTE and OSVALDO M. CAPPANNINI / Difficulties in Learning Thermodynamic Concepts: Are They Linked to the Historical Development of this Field?
279–291
MILES BARKER / Putting Thought in Accordance with Things: The Demise of Animal-Based Analogies for Plant Functions
293–304
PEKKA E. HIRVONEN and JOUNI VIIRI / Physics Student Teachers’ Ideas about the Objectives of Practical Work
305–316
Contributors
317–319 Volume 11 No. 4 July
2002
J.L. HEILBRON / History in Science Education, with Cautionary Tales about the Agreement of Measurement and Theory
321–331
625 LAURINDA LEITE / History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks
333–359
SHARON BAILIN / Critical Thinking and Science Education
361–375
JOSEF FEIGENBERG, LEA VALENTINA LAVRIK and VLADIMIR SHUNYAKOV / Space Scale: Models in the History of Science and Students’ Mental Models
377–392
GÜROL IRZIK and SIBEL IRZIK / Which Multiculturalism?
393–403
GEORGE E. DEBOER / Student-Centered Teaching in a Standards-Based World: Finding a Sensible Balance
405–417
Contributors
419–421 Volume 11 No. 5 September
2002
MARÍA A. RODRÍGUEZ and MANSOOR NIAZ / How in Spite of the Rhetoric, History of Chemistry has Been Ignored in Presenting Atomic Structure in Textbooks
423–441
ANDREAS QUALE / The Role of Metaphor in Scientific Epistemology: A Constructivist Perspective and Consequences for Science Education
443–457
M. CECILIA POCOVI and FRED FINLEY / Lines of Force: Faraday’s and Students’ Views
459–474
CRISTINA SPELTINI and MARÍA CELIA DIBAR URE / Conservation in Physics Teaching, History of Science and in Child Development
475–486
GENRIKH GOLIN / Introducing Fundamental Physical Experiments to Students
487–495
VANDANA HUNMA / Secondary School Science and Technology in Mauritius
497–511
M. NEIL BROWNE / The Mandate for Interdisciplinarity in Science Education: The Case of Economic and Environmental Sciences
513–522
Contributors
523–524 Volume 11 No. 6 November
2002
PIOTR SZYBEK / Science Education – An Event Staged on Two Stages Simultaneously
525–555
626 DANIEL GIL-PÉREZ, JENARO GUISASOLA, ANTONIO MORENO, ANTONIO CACHAPUZ, ANNA M. PESSOA DE CARVALHO, JOAQUÍN MARTÍNEZ TORREGROSA, JULIA SALINAS, PABLO VALDÉS, EDUARDO GONZÁLEZ, ANNA GENÉ DUCH, ANDRÉE DUMASCARRÉ, HUGO TRICÁRICO, RÓMULO GALLEGO / Defending Constructivism in Science Education
557–571
NANCY W. BRICKHOUSE, ZOUBEIDA R. DAGHER, HARRY L. SHIPMAN and WILLIAM J. LETTS, IV / Evidence and Warrants for Belief in a College Astronomy Course
573–588
SILVIA RAGOUT DE LOZANO and MARTA CARDENAS / Some Learning Problems Concerning the Use of Symbolic Language in Physics
589–599
OLIVIA LEVRINI / The Substantivalist View of Spacetime Proposed by Minkowski and Its Educational Implications
601–617
Contributors
619–622
Contents of Volume 11
623–626
