PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
History and Philosophy of Science
Final award (BSc, MA etc):
BSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
V550
(where applicable)
Cohort(s) to which this programme
specification is applicable:
Intakes from September 2003
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Mathematical and Physical Sciences
Parent Department:
Science and Technology Studies
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/sts/
(if applicable)
Method of study:
Full time
Full-time/Part-time/Other
Criteria for admission to the
programme:
See: https://www.ucl.ac.uk/sts/prospective/bsc/history-andphilosophy-of-science-bsc-ucas-u80-v550
Or http://www.ucl.ac.uk/prospectivestudents/undergraduate/degrees/ubshpssing05
Length of the programme:
3 years
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
H
There are no specific SBSs for this BSc. SBS for History and
Philosophy consulted.
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
See: https://www.ucl.ac.uk/sts/prospective/bsc/history-andphilosophy-of-science-bsc-ucas-u80-v550
(see guidance notes)
Board of Examiners:
i) Name of Board of Examiners:
Science and Technology Studies
N/A
Professional body accreditation
(if applicable):
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
1. provide a historical and philosophical understanding of science, past and present, and its role in shaping past
and modern cultures;
2. develop analytical techniques and perspectives for engaging issues of current concern relating to the impact of
science on society and on the natural environment;
3. consider the relation between science and other activities within societies, past and present;
4. develop a philosophical understanding and analysis of knowledge generating activities;
5. Develop research skills appropriate for the discipline and more generally for history and philosophy.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
1. in-depth reflections on science’s
place in the growth of knowledge;
2. the interplay between the humanities
and the sciences (‘the two cultures’)
3. foundations of science: the history of
its concepts and context, the
philosophical analysis of its methods
and concepts;
4. current and historical issues of
interest and concern relating to
impact of science on society, culture
and public policy
5. historiography and the nature of
history;
6. methods of philosophical analysis and
their relation to philosophical issues in
science and the methods of science.
Teaching/learning methods and strategies:
 A combination of lectures, tutorials, seminars,
including those in which students are responsible for
presenting topics; group work;
 the writing of a substantial dissertation under
supervision;
 Student’s own reading, starting from appropriate
reading lists provided for every course;
 Discussion in tutorials and seminars, aimed at
improving understanding;
 Students receive critical and constructive comment
on their progress;
 Teaching staff specify “office hours” when they are
available for academic consultation;
 The course consists in the first year of a series of
general introductions to HPS, as well as science and
society. Level 2 & 3 courses then concentrate on
particular areas of HPS, dealing with them in more
detail, and developing more sophisticated concepts
and analyses. The different expectations of
performance between 1000 level, 2000 level and
3000 level courses are explained in the document
“What to expect from 1000, 2000 and 3000 level
courses” which will be available in the STS student
handbook on the website:
http://www.ucl.ac.uk/sts
Assessment:
Testing of the knowledge base is through a combination
of unseen formal examinations, assessed coursework
including skills exercises and essays of varying types
and lengths, oral presentations, third year dissertation
(1cu, normally 10 000-12 000 words) which should
develop a specific thesis about a historical topic or
philosophical problem within the field.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
By the end of the degree, students should
be able to:
1. apply their powers of reasoning to
areas outside of their degree;
2. discuss science and technology with
respect to its impacts on society,
culture and public policy;
3. progress smoothly to an advanced
taught course of study (MSc, MA)
4. Carry out supervised research at a
Masters level.
5. participate in philosophical and
historical discourse;

Skills:
1. reason critically;
2. be able to gather, retrieve and
synthesis information;
3. be able to reflect on their own
accumulation of knowledge
4. use source material appropriately,
whilst avoiding either being derivative
or committing plagiarism;
5. understand historical primary and
secondary sources;
6. scrutinise philosophical arguments;
7. synthesise of historical and
philosophical approaches to material;
8. understand of historiography and
historiographical debates;



Intellectual skills are developed through the teaching
and learning methods provided above. All courses
involve discussion of key issues, practice in applying
concepts in writing and orally, analysis and
interpretation of material be it primary or secondary
or a combination of both; and individual feedback on
assessed work.
The range of courses offered allows students the
opportunity to study both representative and
marginal elements of the history and philosophy of
science.
In addition, students may take advanced courses in
other areas within the area of Science & Technology
Studies, including sociology of science, history of
medicine,
research
ethics
and
science
communication.
Instruction in using sources is given in Year 1, and
enforced in Years 2 and 3. All work is accompanied
by a plagiarism declaration, and is regularly checked
for poor citation and examination/coursework
irregularities.
The interdisciplinary nature of the field of study is
continually stressed.
Assessment:
The variety of assessment methods employed place
great emphasis on the learner’s ability to demonstrate
the above skills, as appropriate to the subjects studied.
In addition, all finalists must produce a dissertation – the
aims of which are:
1. to permit the student to develop his/her own interest,
rather than to follow a set programme of study;
2. to develop research, analysis, writing and editing and
organisation skills beyond those required for other
courses, through extended exploration of a single
topic;
3. to offer an opportunity to integrate different themes
and approaches in science studies;
4. to enable the student to work independently and
critically, albeit under supervision;
5. to give the student a taste of contributing to science
studies, as well as reviewing and appraising others’
work – to enhance the understanding of the
demands, and the inevitable compromises and
trade-offs of academic work.
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
1. demonstrate effective note-taking and
critical skills;
2. create extensive and relevant
bibliographies for STS research
projects;
3. demonstrate improved writing skills,
including skills in structuring and redrafting own written material;
4. demonstrate critical and constructive
peer assessment;
5. demonstrate awareness of
techniques for improved time and
project management;
6. Demonstrate awareness of
historiography, the nature of
philosophical argumentation.
From Induction Week during the First Year, students
receive initial advice on how to identify, locate and use
material available in libraries, on the WWW and
elsewhere.
In Year 1 students must take and pass the courses
HPSC1012 Investigating History & Philosophy of Science
and HPSC1007 Investigating Science & Society The
syllabus can be downloaded from
http://www.ucl.ac.uk/sts/study
These practical skills are developed in all courses
throughout second and third year. The different
expectations of performance between 1000 level, 2000
level and 3000 level courses are explained in the
document “What to expect from 1000, 2000 and 3000
level courses” which will be available on the website
http://www.ucl.ac.uk/sts
Assessment:
Assessment for HPSC1007 and HPSC2012 is by critical
research and analysis with assessment involving
individual and group work
Methods of assessment in 2nd and 3rd year courses
which explicitly develop practical skills include:
Oral presentations; seminar presentations; radio
programmes; debates; feature articles; reports; articles
for simulated periodicals; role play; advocacy projects;
collective (group) actions.
D: Skills and other attributes
Transferable skills (able to):
1. word-processing, email and
WWW;
2. information search and retrieval,
using online computer resources
to access bibliographic material;
3. ability to motivate oneself;
4. ability to work autonomously;
5. ability to work effectively as part
of a group or team;
6. ability to manage one’s own time
and work to deadlines;
7. Ability to think creatively, selfcritically and independently.
Teaching/learning methods and strategies:
1. All assessed coursework is word-processed.
2. Required for essays, demonstrated explicitly in
HPSC1007, HPSC2012 and HPSC3004;
3 & 4 The study of HPS fosters the ability to motivate
oneself and work autonomously as much of the work
involves the student’s own reading and reflection;
5. Group activities in various courses include
collaborative
writing
tasks,
debates,
and
presentations.
6.& 7. Fostered by essay writing, peer and self review, as
well as timed essays under examination conditions.
Assessment:
The various teaching and learning methods above are all
assessed and contribute to the students’ final degree
classification.
The following reference points were used in designing the programme:

the Framework for Higher Education Qualifications
(http://www.qaa.ac.uk/assuringstandardsandquality/qualifications/Pages/default.aspx
 the relevant Subject Benchmark Statements (http://www.qaa.ac.uk/assuringstandardsandquality/subjectguidance/pages/subject-benchmark-statements.aspx)
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually by
UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Professor Brian Balmer
Name(s):
Dr Emma Tobin
Date of Production:
August 2003
Date of Review:
September 2014
Date approved by Head of
Department:
August 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
August 2014