The Historical-Philosophical Dimension in Physics Teaching: Danish Experiences

Abstract

Physics education in Danish secondary schools underwent a major reform in 1988–90: The earlier science-centred physics curriculum gave way to a presentation of physics as a human activity. In the upper secondary school, one way of obtaining this aim was to introduce elements of the history and philosophy of science in the curriculum. The (hi)story of the work with the reform is told with special emphasis on the introduction and implementation of the historical-philosophical dimension.