Note: The preceding article was also selected for a special anthology on Science Teaching in Greece, published in 2008. I find this particularly amusing, as I can now say of my work that it is “all Greek to me.”
Rudge, D.W., Cassidy, D.P., Fulford, J.M. & Howe, E.M. (2014), “Changes Observed in Views of Nature of Science During a Historically Based Unit”, Science & Education 23(9).
Rudge, D. W. & Howe, E. M. (2011) Whither the VNOS? In Silva, C.C. and Prestes, M. E. B. (eds.) 1st Latin American Conference of the International History, Philosophy, and Science Teaching Group (1st IHPST-LA). São Carlos: Universidade de São Paulo de São Carlos, in press.
Howe, E.M. (2009), “Henry David Thoreau, Forest Succession, and the Nature of Science: A Method for Curriculum Development”, The American Biology Teacher 71(7).
Rudge, D.W. & Howe, E.M. (2009), “An Explicit and Reflective Approach to the Use of History to Promote Understanding of the Nature of Science”, Science & Education 18(5).
Howe, E.M. (October, 2007), “Addressing Nature of Science Core Tenets with the History of Science: An Example with Sickle-cell Anemia and Malaria”, The American Biology Teacher 69(8).
Howe, E.M. (2007), “Untangling Sickle-cell Anemia and the Teaching of Heterozygote Protection”, Science & Education 16(1), pp. 1-19.
Howe, E.M. & Rudge, D.W. (2005), “Recapitulating the History of Sickle-Cell Anemia Research: Improving Students’ NOS Views Explicitly and Reflectively”, Science & Education 14(3-5), pp 423-41.
Rudge, D.W. & Howe, E.M. (October, 2004), “How to Use History of Science to Promote Student Understanding of Nature of Science”, The Science Teacher 71(9), 51-57.
All Faculty Profiles
2018-2019 Course Catalog