papers

Papers published in journals, book chapters and papers in conference proceedings documenting HIPST should be presented here.

Universitiy of Bremen and Carl-von-Ossietzky University Oldenburg (Germany)

Henke, A. (2016). Lernen über die Natur der Naturwissenschaften – Forschender und historisch orientierter Physikunterricht im Vergleich [Learning about the nature of sciences - comparing inquiry-based and history-based physics education ]. Zeitschrift für Didaktik der Naturwissenschaften, 22(1), 123-145.
Henke, A. & Höttecke, D. (2014). Physics Teachers' Challenges in Using History and Philosophy of Science in Teaching. Science & Education.

Henke, A. & Höttecke, D. (2013). Students’ beliefs about the diachronic nature of science: a metaphor-based analysis of 8th-graders’ drawings of “the way of science". In Silva, C. C. & Prestes, M. E. B. (Eds.), Aprendendo ciência e sobre sua natureza: abordagens históricas e filosóficas (pp. 327-356). São Paulo: Tipographia Editoria Expressa.

Höttecke, D. & Henke, A. (2011). Constructing HPS-Based Case Studies for Teaching and Learning Science: Stephen Gray and Electric Conduction on the Wrong Track. Paper presented at the Eleventh International History, Philosophy, Sociology & Science Teaching Conference (IHPST), Thessaloniki, Greece, July 01 - 05, 2011, http://ihpst.net/conferences/conference-proceedings/thessaloniki-2011/ (05.12.2014).

Höttecke, D. (2013). In der Schule mit Geschichte über Naturwissenschaften lernen. Begründungen, Probleme, Strategien und ein Beispiel. In P. Heering, M. Markert, & H. Weber (Hrsg.), Experimentelle Wissenschaftsgeschichte in didaktischer Praxis? (S. 207-225).

Henke, A. & Höttecke, D. (2013). Elektrische Leitung auf dem Holzweg. Die Fallstudie "Stephen Gray". Unterricht Physik, 23(133), 17-21.

Höttecke, D. (guest editor) (2012). HIPST - History and Philosophy in Science Teaching : A European Project. Science & Education, 21(9), 1229-32.

Höttecke, D., Henke, A., & Rieß, F. (2012). Implementing History and Philosophy in Science Teaching - Strategies, Methods, Results and Experiences from the European Project HIPST. Science & Education, 21(9), 1233-61.

Heise, F. & Höttecke, D. unter Mitwirkung von A. Henke und F. Rieß) (2012). Von der Dampfmaschine zum Kreisprozess. Wirkungsgrade in technisch-wissenschaftlichen und ökonomischen Kontexten [From steam engines to thernodynamic cycles. Efficiency in technoscientific and economic contexts]. Unterricht Physik, 23(132), 35-38.

Höttecke, D. & Henke, A. (2012). Magnetische und elektrische Anziehungskräfte auf dem Prüfstand - die Fallstudie "William Gilbert" (Magnetic and electric attractions under scrutiny - the case of "William Gilbert"). Naturwissenschaften im Unterricht - Physik, 22(127), 18-23.

Höttecke, D. & Silva, C.C. (2011). Why Implementing History and Philosophy in School Science Education is a Challenge - An Analysis of Obstacles. Science & Education 20(3-4), 293-316.

Henke, A. & Höttecke (2011). Elektrizität und ein Weltmodell. Mit Otto von Guericke über die Natur der Naturwissenschaften lernen (Electricity and a modell of the world. Learning about the nature of science with Otto von Guericke). Naturwissenschaften im Unterricht - Physik, 22 (Heft 126), 16-19.

Henke, A. & Höttecke, D. unter Mitwirkung von Rieß, F., Heise, F., Nienhausen, M., Mocha, C., Schütt, H., Stephan, T. (2011). Beschreiben und Erklären elektrischer Vorgänge. Die Fallstudie "Charles du Fay" (Describing and explaining electrical phenomena. The case study "Charles du Fay"). Naturwissenschaften im Unterricht - Physik, 22 (Heft 126), 20-24.

Rieß, F., Maiseyenka, V. & Gleine, K. (2011). Cool, ey. Lernen an Stationen zum Themen der Wärmelehre im Kontext der Entwicklung der Kühltechnik (Cool, ey. Learning centers about the physics of heat in the context of the development of refrigerating technology). Naturwissenschaften im Unterricht - Physik, 22 (Heft 126), 11-15.

Höttecke, D. & Barth, M. (2011). Geschichte im Physikunterricht. Argumente, Methoden und Anregungen, um Wissenschaftsgeschichte in den Physikunterricht einzubeziehen (History in physics education. Arguments, methods and suggestions on how to integrate history of science into physics teaching). Naturwissenschaften im Unterricht - Physik, 22 (Heft 126), 4-10.

Höttecke, D., & Henke, A. (2010). Über die Natur der Naturwissenschaften lehren und lernen - Geschichte und Philosophie im Chemieunterricht? Unterricht Chemie, Themenheft Natur der Naturwissenschaften, Heft 4+5, S. 2-7.

Henke, A., & Höttecke, D. (2010). Ein Interview mit Berzelius - Eine Aufgabe zur Reflexion über die Natur der Naturwissenschaften. Unterricht Chemie, Themenheft Natur der Naturwissenschaften, Heft 4+5, S. 73-75.

Höttecke, D., Henke, A., & Rieß, F. (2010). Let's do it together! A Collaborative Project of Researchers and Practitioners on Implementing History and Philosophy in Science Teaching. Paper presented at the NARST conference in Philadelphia/USA 20-24 March 2010.

Henke, A. (2009). Jahrmarkt der Wissenschaften - Popularisierung von Wissenschaft im 18. Jahrhundert zwischen Erklärung und Verzückung. In M. Fansa (Hrsg.), Xplora: Physik auf dem Marktplatz – im Labor – im Hörsaal. Die Praxis der Experimentalphysik in Europa zwischen 1700 und 1920, ab S. 27-32.

Höttecke, D., & Rieß, F. (2009). Developing and Implementing Case Studies for Teaching Science with the Help of History and Philosophy. Framework and Critical Perspectives on "HIPST" - a European Approach for the Inclusion of History and Philosophy in Science Teaching. Paper presented at the Tenth International History, Philosophy, Sociology & Science Teaching Conference (IHPST), South Bend, USA 2009, June 24 - 88, 2009.

Henke, A., Höttecke, D., & Rieß, F. (2009). Case Studies for Teaching and Learning with History and Philosophy of Science: Exemplary Results of the HIPST project in Germany. Paper presented at the Tenth International History, Philosophy, Sociology & Science Teaching Conference (IHPST), South Bend, USA 2009, June 24 - 88, 2009.

Höttecke, D. (2009). An Analysis of Status and Obstacles of Implementation of History and Philosophy of Science in Science Education. In M. F. TAŞAR & G. ÇAKMAKCI (eds.), Contemporary Science Education Research: International Perspectives. A Collection of Papers Presented at ESERA 2009 Conference, pp. 217-226, Ankara Turkey: Pegem Akademi.

Höttecke, D. (2009). HIPST - History and Philosophy in Science Teaching. Public Science Review: Science and Technology, 4: 96. Reprint in Pantaneto 43, ISSN 1741-1572, http://www.pantaneto.co.uk/issue43/hottecke.htm (17.08.2011).

Höttecke, D. (2009). The perception of conception. Public Science Review: Science and Technology, 4: 95.

Höttecke, D., Rieß, F., Henke, A., & Engels, W. (2009). Natur der Naturwissenschaften mit Geschichte und Philosophie lernen (Learning about the Natur of Science with History and Philosophy of Science). In D. Höttecke (Hrsg.), Chemie- und Physikdidaktik für die Lehramtsausbildung. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Schwäbisch Gmünd 2008. Münster: LIT-Verlag, 416-418.

Höttecke, D., & Rieß, F. (2008). HIPST – History and Philosophy in Science Teaching. Ein EU-Projekt zur Unterrichtsentwicklung (HIPST - History and Philosophy in Science Teaching. A EU-Project for the Development of Science Education). In V. Nordmeier (Hrsg.), DPG-Fachverband Didaktik (Hrsg.): Didaktik der Physik- Physikertagung 2008, Tagungs-CD.

The Hebrew University of Jerusalem (Israel)


Galili, I. (2011). Promotion of Content Cultural Knowledge through the use of the History and Philosophy of Science. Science & Education, DOI 10.1007/s11191-011-9376-x

Galili, I. (2011). ”Physics as a Culture” as a framework for development teaching materials. Presntation at the Australian Science Education Association (ASERA) meeting, The University of Adelaide, Australia, June 29-July 2, 2011

Galili, I. (2011). Cultural Content Knowledge – The Case of Physics Education. International Journal of Innovations in Science and Mathematical Education. Submitted

Galili, I. (2010). 'Cultural Content Knowledge – the required enhancement for physics teachers training'. Presentation at the GIREP-ICPE-MPTL Conference, August 22-27, 2010, The University of Reims, France

Galili, I. (2009). Discipline-culture framework of implementing the history and philosophy of science into science teaching. Paper presented at the 7th Biennial Conference of the European Science Education Research Association (ESERA), August 31-September 4, 2009, Istanbul, Turkey.


Nicolaus Copernicus University Torun (Poland)


G. Karwasz, A. Karbowski, J. Turło, J. Kruk, Energy – historical, interactive and pedagogical path, Girep 2008, Nicosia, Cyprus.

J. Turło, G. Karwasz, K. Służewski, A. Karbowski, K. Przegiętka, Introduction of history and philosophy of science elements for curriculum development, 7th IOSTE Syposium for Central and Eastern Europe Proceedings, 2009, pp. 165-171.

Z. Turło, A. Witkowska, J. Turło, The solar calendar of Nicolaus Copernicus, Part I, Nauczanie Przedmiotów Przyrodniczych, 29, 2009. pp. 9-17.

J. Kosicki, Spectacles as a simple optical device, starting from the history, Nauczanie Przedmiotów Przyrodniczych, 29, 2009. pp. 23-27.

J. Turło, G. Karwasz, K. Służewski, A. Karbowski, K. Przegiętka, Europejski project FP7 History and Philosophy in Science Teaching (HIPST), Nauczanie Przedmiotów Przyrodniczych, 30, 2009, pp. 41-48.

A. Witkowska, The solar calendar of Nicolaus Copernicus, Part II, Nauczanie Przedmiotów Przyrodniczych, 30, 2009. pp. 25-29.

M. Czerwińska, The solar calendar of Nicolaus Copernicus, Part III, Nauczanie Przedmiotów Przyrodniczych, 30, 2009. pp. 30-40.

J. Szubiakowski, Development of ceoncepts on shape of Earth, Nauczanie Przedmiotów Przyrodniczych, 31, 2009. pp. 8-12.

G. Karwasz, Interactive education – exibition on optics „From Witelo to optical tomograph”, Nauczanie Przedmiotów Przyrodniczych, 31, 2009. pp. 20-25.

M. Sadowska, Optical microskope since the first to the contemporary ones – HIPST lesson proposition, Nauczanie Przedmiotów Przyrodniczych, 31, 2009. pp. 26-36.

J. Chojnacka, Optics lesson with the use of Witelo studies, Nauczanie Przedmiotów Przyrodniczych, 32, 2009. pp. 16-22.

K. Rochowicz, Telescope at school lesson – to be Galileo themselves, Nauczanie Przedmiotów Przyrodniczych, 32, 2009. pp. 23-28.

Budapest Universitiy ofTechnology and Economics (BME, Hungary)


HIPST projekt. 2011. Iskolakultúra (School CUlture). 11:10-11, pp. 56-123. The special issue conatins an introduction (Gábor Zemplén), a translation of the "Theory" consensus-paper, the Quality Standards, the Case Study Format, the Nature of Science Questionnaire, and translations of three modules (BME-NOS, OU-Gilbert and OU-Guericke)

Zemplén, Gábor 2010. A tudomány kognitív munkamegosztása. „The congnitive division of labour and knowledge-producation" 16th confenence of the Hungarian Society of Cognitive Science. Kognitív munkamegosztás és a tudás termelése. In Szubjektív tudás - objektív tudomány. A XVI. Magyar Kognitív Tudományok Konferencia publikációinak gyűjteménye, szerk. Csörgő, Zoltán és Szabados, Levente Budapest. 182-193

Zemplén, Gábor Á. 2010. A tudománytörténet(ek) Darwinja(i) - egy mitologizált természetbúvár recepciótörténetéhez. Magyar Pszichológia Szemle 65 (1):25-36.

Kutrovátz, Gábor, Láng, Benedek és Zemplén, Gábor, szerk. 2010. Határmunkálatok a tudományban. (Boundary Work in Science) Budapest: L'Harmattan.

Zemplén, Gábor Á. 2009. Putting Sociology First—Reconsidering the Role of the Social in ‘Nature of Science’ Education. Science and Education 18 (5):525–559.

Zemplén, Gábor Á. 2009. A felfedezés metaforájától az igazolás metaforájáig: a tudománytanulmányok retorikai fordulata. (on the rhetorical turn in science studies) In Történet-Metafora-Párbeszéd, szerk. Béres, Tamás. Budapest: Kálvin Kiadó.

Zemplén, Gábor Á. 2010. Az eszmetörténet szakadásai és a tudomány racionalitása. Avagy milyen perspektívákból nem látszanak a paradigmák? (On continuity and paradigmatic change in the historiography of science) Századvég 55 (1 (Special Issue: Kontinuitás)):3-17.

Zemplén, Gábor Á. és Demeter, Tamás. 2010. Being Charitable to Scientific Controversies - On the Demonstrativity of Newton's Experimentum Crucis. The Monist 93 (4 (October)):638–654.

Zemplén Gábor, Kertész Gergely 2010: The challenges of training critical discussants: Dialectical effectiveness in strategic maneuvering and in Science Education. In: Frans H van Eemeren, Bart Garssen, David Godden, Gordon Mitchell (szerk.) 7th International Conference on Argumentation of the International Society for the Study of Argumentation. Amsterdam, Hollandia, 2010.06.29-2010.07.02. Amsterdam: Sic Sat, pp. 2070-2082. Paper 186.

Kutrovátz, Gábor és Zemplén, Gábor Á. 2010. A tudomány heterogenitása és a naturalizmus. Magyar Filozófiai Szemle (1):89-112.

Kutrovátz, Gábor 2010. Expert authority and ad verecundiam arguments. Paper read at ISSA 2010, at Amsterdam.

Zemplén, Gábor Á. 2008. The possibilities for History of Science in Education and Training in Hungary In 3rd International Conference of the European Society for the History of Science Vienna, September 10 - 12.

Csorba F. László - Horváth Erika: Az első fecskék: a komplex természettudomány-érettségi vizsgák eredményei. (On the first results of a complex final examination-type for natural sciences, strongly based on a historical approach) Új pedagógiai szemle 58. évf. 6-7. sz. / 2008 pp. 110-121.

Kutrovatz, Gabor : Szakértõ laikusok, laikus szakértõk Laypeople as Experts, Experts as Laypeople, Szubjektív tudás - objektív tudomány. A XVI. Magyar Kognitív Tudományok Konferencia publikációinak gyűjteménye, szerk. Csörgő, Zoltán és Szabados, Levente Budapest. 194-206


University of Lisbon (Portugal)

Coelho, R. L. (2012) Could HPS Improve Problem-Solving?,Science & Education 10.1007/s11191-012-9521-1
(online first)

Coelho, R. L. (2012) Conceptual Problems in the Foundations of Mechanics, Science & Education 21(9), 1337-1356.

Coelho, R. L. (2012) On the Definition of Mass in Mechanics: Why Is It So Difficult?, The Physics Teacher 50, 304-6.
Coelho, R. L. (2012) On the Concept of Energy:Conservation and Transformation versus Equivalence,Review of Science, Mathematics and ICT Education, SI: Energy in Education, p. 7-19.
Faria, C.; Pereira, G. and Chagas, I. (2010). D. Carlos de Bragança, a Pioneer of Experimental Marine Oceanography: Filling the Gap Between Formal and Informal Science Education. Science & Education. DOI 10.1007/s11191-010-9239-x

Coelho, R.L., Chagas, I. & Faria, C. (2010). Revista de Educação, XVII (1). Special issue on History and Philosophy in Science Education. http://revista.educ.fc.ul.pt/arquivo/vol_XVII_1/index.html

Coelho, R. L. (2010) On the Concept of Force: How Understanding its History Can Improve Physics Teaching, Science & Education 19: 91-113.

Coelho, R. L. (2009) On the Concept of Energy: History and Philosophy for Science Teaching, WCES 2009, in: Procedia Social and Behavioral Sciences 1, 2648–2652.

Coelho, R. L. On the Web of the Law of Inertia. Paper presented at the IHPST Tenth International Conference, Notre Dame University, Notre Dame, IN, USA, 24-28.6.2009.

Coelho, R.L. The Case of the European HIPST Project. Paper presented at the 1st National Meeting for the History of Science. Lisbon, Portugal, 21-22 July, 2009.

Aristotle University Thessaloniki (Greece)

Dossis, S. & Koliopoulos, D. (2007). Comment les élèves du collège conçoivent le mouvement du pendule: une recherche empirique. Skholê, hors-série 1, 41-51.

Koliopoulos, D., Dossis, S. & Stamoulis, E. (2007). The use of history of science texts in teaching science: Two cases of an innovative, constructivist approach, The Science Education Review, 6, 2, 44-56.

Koliopoulos, D., Dosis, S. & Kanderakis, N. (2010). The attitudes of students toward the introduction of case histories inspired from the History of Science in the teaching of Science, http://www.hipst.uni-hamburg.de/archive%20of%20papers.html (30/9/2010).

Paraskevopoulou, E. & Koliopoulos, D. (2010). Teaching the Nature of Science through the Millikan-Ehrenhaft dispute. Science & Education, DOI: 10.1007/s11191-010-9308-1.

More pages