Enrico Giannetto – författare

This anthology contains 21 papers by prominent historians and philosophers of science, philosophers of education, science educators and science teachers. It is expansive in its subject matter, and detailed in its analysis. The common thread in all papers is the contribution that the history and philosophy of science makes to theoretical, curricular, and pedagogical issues in science education. At the beginning of the 21st century, there are increasing demands made on science curriculum writers and teachers to ensure that students come to know something of the "nature of science", or something about the "big picture" of science. This means knowing something of the history and methodology of science, its relations with world views, and how science articulates with social and cultural values and interests. The contributions show how historically and philosophically informed teaching of science can create this "big picture" knowledge about science, which in turn allows science to inform culture and social life.

There are increasing demands made on science curriculum writers and teachers to ensure that students come to know something of the "nature of science", or something about the "big picture" of science. This means knowing something of the history and methodology of science, its relations with world views, and how science articulates with social and cultural values and interests. The contributions in this anthology show how historically- and philosophically-informed teaching of science can create this "big picture" knowledge about science, which in turn allows science to inform cultural life. The common thread in all papers is the contribution that the history and philosophy of science makes to theoretical, curricular, and pedagogical issues in science education. The collection contains 21 papers by prominent historians and philosophers of science, philosophers of education, science educators and science teachers.

This book explores continuity and ruptures in the historical use of visual representations in science and related disciplines such as art history and anthropology. The book also considers more recent developments that attest to the unprecedented importance of scientific visualizations, such as video recordings, animations, simulations, graphs, and enhanced realities. The volume collects historical reflections concerned with the use of visual material, visualization, and vision in science from a historical perspective, ranging across multiple cultures from antiquity until present day.The focus is on visual representations such as drawings, prints, tables, mathematical symbols, photos, data visualizations, mapping processes, and (on a meta-level) visualizations of data extracted from historical sources to visually support the historical research itself. Continuity and ruptures between the past and present use of visual material are presented against the backdrop of the epistemic functions of visual material in science. The function of visual material is defined according to three major epistemic categories: exploration, transformation, and transmission of knowledge.