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Concepts of Science Education: A Philosophical Analysis by Michael Martin published by University Press of America

Does the philosophy of science have anything to contribute to the pedagogy of science? Can those who teach science in classrooms, write science textbooks, devise science curricula, or make policy regarding science education benefit from a philosophical approach in their activities? Michael Martin makes the case for the affirmative in his book. Martin identifies Scientific Inquiry, Explanation, Definition, and Observation as among the most important activities that occur in the process of science education (and in the practice of science), and which can benefit from a philosophical analysis. He seamlessly combines definitions, theory, examples, analysis, and criticisms in the processes of explaining what is really going on "behind the scenes" in the seemingly mundane activity of science teaching. At the conclusion of each chapter, Martin provides specific guidelines for science educators on how the themes developed in the chapter can help them do a better job in their various fields of expertise. Martin also points out the unsoundness of some of the recent criticisms made of science as being a subjective and biased enterprise. While the book is aimed primarily at science educators, anyone who is even a minimal interest in science will benefit from reading it. It is a valuable tool for all teachers. Michael Martin is Professor of Philosophy at Boston University and the author of The Case Against Christianity (1991), Atheism: A Philosophical Justification (1990), and the coauthor/editor of works on the philosophy of science, social science, and inductive logic. Krishna Kunchithapadam Reviewer

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