<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author><author><style face="normal" font="default" size="100%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NOTES ON MECHANICS AND MATHEMATICS IN TORRICELLI AS PHYSICS MATHEMATICS RELATIONSHIPS IN THE HISTORY OF SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Archimedes</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">Scientia de Ponderibus</style></keyword><keyword><style  face="normal" font="default" size="100%">Torricelli</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1422204022.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In ancient Greece, the term “mechanics” was used when referring to machines and devices in general and intended to mean the study of simple machines (winch, lever, pulley, wedge, screw and inclined plane) with reference to motive powers and displacements of bodies. Historically, works considering these arguments were referred to as Mechanics (from Aristotle, Heron, Pappus to Galileo). None of the treatises entitled Mechanics avoided theoretical considerations on its object, particularly on the lever law. Moreover, there were treatises which exhausted their role in proving this law; important among them are the book on the balance by Euclid and On the Equilibrium of Planes by Archimedes. The Greek conception of mechanics is revived in the Renaissance, with a synthesis of Archimedean and Aristotelian routes. This is best represented by Mechanicorum liber by Guidobaldo dal Monte who reconsiders Mechanics by Pappus Alexandrinus, maintaining that the original purpose was to reduce simple machines to the lever. During the Renaissance, mechanics was a theoretical science and it was mathematical, although its object had a physical nature and had social utility. Texts in the Latin and Arabic Middle Ages diverted from the Greek and Renaissance texts mainly because they divide mechanics into two parts. In particular, al-Farabi (ca. 870-950) differentiates between mechanics in the science of weights and that in the science of devices. The science of weights refers to the movement and equilibrium of weights suspended from a balance and aims to formulate principles. The science of devices refers to applications of mathematics to practical use and to machine construction. In the Latin world, a process similar to that registered in the Arabic world occurred. Even here a science of movement of weights was constituted, namely Scientia de ponderibus. Besides this there was a branch of learning called mechanics, sometimes considered an activity of craftsmen, other times of engineers (Scientia de ingeniis). In the Latin Middle Ages various treatises on the Scientia de ponderibus circulated. Some were Latin translations from Greek or Arabic, a few were written directly in Latin. Among them, the most important are the treatises attributed to Jordanus De Nemore, Elementa Jordani super demonstratione ponderum (version E), Liber Jordani de ponderibus (cum commento) (version P), Liber Jordani de Nemore de ratione ponderis (version R). They were the object of comments up to the 16th century. The distribution of the original manuscript is not well known; what is certain is that Liber Jordani de Nemore de ratione ponderis (version R), finished in Tartaglia’s (1499-1557) hands, was published posthumously in 1565 by Curtio Troiano as Iordani Opvsculum de Ponderositate. In order to show a mechanical tradition dating back to Archimedes’ science, at least till the 40s of the 17th century, we present Archimede's influence on Torricelli’s mechanics upon the centre of gravity (Opera geometrica). </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">88-97</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author><author><style face="normal" font="default" size="100%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON POPULARIZATION OF SCIENTIFIC EDUCATION IN ITALY BETWEEN 12TH AND 16TH CENTURY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Abacus schools</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">science &amp; society</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific education</style></keyword><keyword><style  face="normal" font="default" size="100%">Tartaglia</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056837.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathematics education is framed changes according to modifications of the social environment and know–how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of mathematical analysis was profound: there were two complex examinations in which the theory was as important as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth–month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and mathematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of “scientific education” (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by “maestri d’abaco” to the Renaissance humanists, and with respect to mathematics education nowadays is discussed. Particularly the ways through which mathematical knowledge was spread in Italy between late Middle ages and early Modern age is shown. At that time, the term “scientific education” corresponded to “teaching of mathematics, physics”; hence something different from what nowadays is called science education, NoS, etc. Moreover, the relationships between mathematics education and civilization in Italy between the 12th and the 16th century is also popularized within the Abacus schools and Niccolò Tartaglia. These are significant cases because the events connected to them are strictly interrelated. The knowledge of such significant relationships between society, mathematics education, advanced mathematics and scientific knowledge can be useful for the scholars who are nowadays engaged in mathematics education research. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">90-101</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE, SOCIETY AND CIVILIZATION IN THE HISTORY OF SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">society studies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420054822.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">55</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Generally speaking a discussion concerning history of science and technique/technology within society and its civilization is presented such as a discipline within the history of science for understanding eventual relationship between science and the development of art crafts produced by non–recognized scientists in a certain historical time. The relationship between science and science &amp; society and consequent civilizing by science is centred on the possibility that the society effetely developed a fundamental organization in capacity to absorb science and produce technologies (i.e., water and electrical supply, transportation systems etc.) of course and technically that lacked in the past. Subsequently, a development civilization was necessary parallel to development of the science within society? Is effetely happened that? Did scientific works develop as a response to the needs of society? It is always necessary to begin a historical research – also a research concerning the relations between science and society in a determined period – from the alive, both theoretical and technical work of the scientists. If, in the analysis of the whole work of a scientist, the historian of science reveals some unclearness or internal inconsistencies or a lack of coherence between the methods used by this scientist in different works of his and if all these questions cannot be explained either with technical problems (for example the lack or the misunderstanding of certain mathematical methods) or with the general methodological and epistemological convictions of the scientist himself, then it is necessary to think of the general structure of the society in that period. Therefore technical analysis of the results and methods used by the scientist is a priori considered and then evaluated within civilization. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-10</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408531743.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the “crisis” between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.
 Prominent and high quality secondary school teaching and university–academic centres research programs are crucial for the development of interest in the history of science and its cultural implications.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author><author><style face="normal" font="default" size="100%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">OPEN PROBLEMS IN MATHEMATICAL MODELLING AND PHYSICAL EXPERIMENTS. EXPLORING EXPONENTIAL FUNCTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">elementary functions</style></keyword><keyword><style  face="normal" font="default" size="100%">epistemological teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">geometric transformations</style></keyword><keyword><style  face="normal" font="default" size="100%">thermology and calorimetry</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345796.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">50</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Generally speaking the exponential function has large applications and it is used by many non physicians and non mathematicians, too. Nevertheless some crucial and practical problems happen for its mathematical understanding. Mostly, this part of mathematical cognitive programmes introduce it from the mathematical strictly point of view. On the contrary, since both physics experiments make a vast use of it, in this paper the exponential function will be explained starting from physical experiments and only later a mathematical modelling of it will be organized. The relationship physics-mathematics-geometry is crucial and indispensable in this kind of integrated and history&amp;science education. The history and epistemology of mathematics and physics can be a significant means to make the epistemological and didactical research more profound and clear.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">56–69 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author><author><style face="normal" font="default" size="100%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">OPEN PROBLEMS IN MATHEMATICAL MODELLING AND PHYSICAL EXPERIMENTS. EXPLORING EXPONENTIAL FUNCTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">elementary functions</style></keyword><keyword><style  face="normal" font="default" size="100%">epistemological teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">geometric transformations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstracted.php?level=5&amp;icid=1025556</style></url></web-urls></urls><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Generally speaking the exponential function has large applications and it is used by many non physicians and non mathematicians, too. Nevertheless some crucial and practical problems happen for its mathematical understanding. Mostly, this part of mathematical cognitive programmes introduce it from the mathematical strictly point of view. On the contrary, since both physics experiments make a vast use of it, in this paper the exponential function will be explained starting from physical experiments and only later a mathematical modelling of it will be organized. The relationship physics-mathematics-geometry is crucial and indispensable in this kind of integrated and history&amp;science education. The history and epistemology of mathematics and physics can be a significant means to make the epistemological and didactical research more profound and clear.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">56-69</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria   Mellone</style></author><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REFLECTIONS ON LEARNING MATHEMATICS IN PHYSICS PHENOMENOLOGY AND HISTORICAL CONCEPTUAL STREAMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history of foundations</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics</style></keyword><keyword><style  face="normal" font="default" size="100%">modelling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728261.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Although several efforts produced by new mathematical education approaches for improving education systems and teaching, yet the results are not sufficient to adsorb the totality of innovations proposed, both in the contents and management. In this sense constructive debates and new ideas were welcomed and appreciated upon new aspects of science education, side new learning and Cognitive Modelling, for our interests. A parallel effort was produced by scientist-epistemologist-historians concerning the history of science and its foundations in science education. Historical foundations represent the most important intellectual part of the science, even if sometimes they were avoided or limited to specialist disciplines such as history of mathematics, history of physics, only. Nevertheless some results, such as the operative concept of mass by Mach, rather the coherence and validity of an algebraic–geometric group in a Euclidean geometry and in non-Euclidean geometry was firstly appointed by epistemological point of view by (e.g.,) Poincaré, etc... Thus, what kind of concrete relationship between science education (mathematics and physics) and history of science (idem) one can discuss correlated with foundations of science? and above all, how this relationship can be appointed? The history and epistemology of science help to understand evolution/involution of mathematical and physical sciences in the interpretation-modelling of a phenomenon and its interpretation-didactic-modelling, and how the interpretation can change for a different use of mathematical: e.g., mathematics à la Cauchy, non-standard analysis, constructive mathematics in physics. Based on previous studies, a discussion concerning mathematics education and history of science is presented. In our paper we will focus on learning modelling to discuss its efficacy and power both from educational point of view and the need of mathematics and physics teachers education. Some case–studies on the relationship between physics and mathematics in the history are presented, as well. Particularly we focus on a possible learning modelling activity within physics phenomenology to create a resonance among the above poles and mathematical modelling cycle to argue its efficacy, power and related with historical foundations of physical, mathematical sciences.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">93-100</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEXTBOOKS, FOUNDATIONS, HISTORY OF SCIENCE AND SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">didactics</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968794</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included.
Many European education centres and history of science institutions like the symposia presented in European Society for the History of Science congresses, and the Inter–Divisional Teaching Commission of the Division of Logic, Methodology and Philosophy of Science (DLMPS) and the International Union for History and Philosophy of Science (IUHPS) are reflecting brilliantly upon higher scientific education and its improvements in secondary level. It is unthinkable to learn and understand the scientific sense of a subject without deepening its intellectual and cultural background, e.g. history and its foundations: how is it possible to keep on teaching sciences being unaware of their origins, cultural reasons and eventual conflicts and values? And how is it possible teaching and remarking the contents and certainties of physics and mathematics as sciences not having first introduced the sensible doubt about the inadequacy and fluidity of such sciences in particular contexts? </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-10</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author><author><style face="normal" font="default" size="100%">Ada Guerriero</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE HISTORY OF SCIENCE AND SCIENTIFIC EDUCATION: PROBLEMS AND PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history and epistemology</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific and interdisciplinary approach</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching of physics and mathematics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233861.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the past the gap between humanistic and scientific culture was much more evident than it is nowadays. After centuries of prejudice about scientific learning and discoveries, when science was underestimated as a kind of pseudo-culture; after generations of scientists considered extravagant people, or worst, outsiders, as regards such rules imposed by religious and moral beliefs and code, the primary function performed by scientific education has now become unquestionable.
 In this paper we shall try to deal with the issue of scientific education from a historical-foundational perspective. We shall try to show the importance of introducing the history of science as an integrant part of the culture of scientific education to the extent of considering history of science either an indissoluble pedagogical element of culture or the basis of inter-discipline. This project-research is not finished, so we only present the outline of the problem, some hypothesis and applications. Beyond, it is based upon use of historical categories to investigate the foundations. For this reason the latter are not analysed by means of a traditional approach. Of course, the content of this study could appear potentially factious, since it cannot be the unique possible perspective. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">145-158</style></section></record></records></xml>