By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

How can your science department become a site for developing science teachers’ professional learning? Building the Science Department answers that question through stories from teachers who walk the sometimes rocky path of reforming science teaching and learning.

What if you could change the department-level factors that don’t support teaching and learning? Explore answers to this fascinating question and many more with Reimagining the Science Department. In five thoughtful chapters, the book invites you to reassess past and current practices in science departments as you rethink the future for teachers and students in your own science classrooms. Although the text offers rich historical perspective, you’ll come away with sensible strategies—bolstered by practitioner vignettes and related research—that your entire department can put to work right away. Reimagining the Science Department is a must-read resource for chairs and those who aspire to become chairs, but it’s also useful for school administrators and school board members who are committed to developing a department in which the practices of science are taught for the benefit of all students.