@article {744,
title = {THE CONCEPT OF FORM IN GEOMETRY: SOME CONSIDERATIONS CONCERNING SCIENCE AND MATHEMATICS EDUCATION},
journal = {Journal of Baltic Science Education},
volume = {18},
year = {2019},
month = {April/2019},
pages = {Continuous},
type = {Editorial},
chapter = {152-157},
abstract = {The concept of form is one of the most intuitive within our experience. When we say that two objects of different dimensions have or do not have the same form there is not properly a reflexion behind this claim. Rather, it is, at all appearances, based on our visual faculties, which is perfectly in order in the context of our daily life. This intuitive and visual notion of form is suitable to the necessities of our practical, or also esthetical, experience. However, on second thought, things are not so easy: suppose that I look at an object and I find that it is circular. I claim, hence, that it is a circle and my statement is correct. Another person looks at this object from another point of view and sees that this object is an ellipsis or a hyperbola or a parabola. He is not wrong. This person is not the prey of a dream or of a hallucination. He is observing the world from another point of view, or as usually told in mathematics and physics, from another reference frame. },
keywords = {Euclidean geometry, Euclidean propositions, mathematics education, science education},
issn = {1648-3898},
doi = {https://doi.org/10.33225/jbse/19.18.152},
url = {http://oaji.net/articles/2019/987-1554359213.pdf},
author = {Paolo Bussotti}
}
@article {453,
title = {THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS},
journal = {Journal of Baltic Science Education},
volume = {14},
year = {2015},
month = {October/2015},
pages = {Continuous},
type = {Editorial},
chapter = {564{\textendash}568 },
abstract = {I teach history of science at the University of Udine, Italy. My students {\textendash} about 25 {\textendash} frequently the second and the third year at the faculty of Letters and Philosophy (now called {\textquotedblleft}Polo Umanistico{\textquotedblright}). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.},
keywords = {Educational approach, history of astronomy, history of science, level of knowledge},
issn = {1648-3898},
url = {http://journals.indexcopernicus.com/abstract.php?icid=1180089},
author = {Paolo Bussotti}
}
@article {328,
title = {A POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION},
journal = {Journal of Baltic Science Education},
volume = {12},
year = {2013},
month = {December/2013},
pages = {Continuous},
type = {Editorial},
chapter = {712-715},
abstract = {My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.},
keywords = {high school instruction, history of mathematics and science, mathematics education},
issn = {1648-3898},
url = {http://journals.indexcopernicus.com/abstract.php?icid=1080622},
author = {Paolo Bussotti}
}