This paper presents different views of practitioners, teachers, and learners of science about the nature of science and aims to draw attention to why and how history and the nature of science (HP&S) should be taught as part of science teaching. Three different approaches to teaching HP&S were identified in the literature: including the nature of science as part of science teaching, learning by reflecting upon critical incidents in science classrooms, and teaching the nature of science more explicitly as a separate course. Also in this paper some features of an elective course entitled "The History and the Nature of Science" offered at the junior level at The Gazi Faculty of Education is introduced to the reader.

background

/pdf/teaching-history-and-the-nature-of-science-in-science-446ie4eh9w.pdf

What Are the Basics of Science Education? What Is Important to Know, How to Use Knowledge or How to Obtain Answers?.

Teaching history and the nature of science in science teacher education programs

Recent trends indicate a significant decline in the number of students graduating from Science, Technology, Engineering and Math (STEM) programs in the US. The under-representation of students of color, females and low income students in STEM programs has also been documented. Design Based Science (DBS) instruction has been suggested to improve the problem solving skills of students of color. The present study employed a quasi-experimental pre-post-test research study. Four equivalent parallel high school traditional Chemistry classes of eighty two (82) 10 th and 11 th grade students was invited to participate in this study. The treatment group comprised of 36 students while the control group was made up of 46 students. The purpose of this study was to investigate whether DBS affects student problem solving competency and chemistry achievement across student demographics (gender, race and SES). The research questions were: 1) Does DBS have any effect on the problem solving competencies of students in a high school traditional chemistry class? 2) Does the effect of DBS on problem solving competency depend on gender? 3) Does the effect of DBS on problem solving competency depend on race? 4) Does the effect of DBS on problem solving competency depend on SES? 5) Does DBS have any effect on the chemistry achievement of students in a high school traditional chemistry class? 6) Does the effect of DBS on chemistry achievement vary depending on gender? 7) Does

Effects of Design-Based Science Instruction on Science Problem-Solving Competency among Different Groups of High-School Traditional Chemistry Students.

/pdf/development-of-k-12-science-handbook-for-the-thorp-school-2liuy3iiqr.pdf

Development of K-12 Science Handbook for the Thorp School District

The study proposed an inquiry-based activity for an undergraduate History of Science (HOS) course. The activity aimed to promote collaboration, engagement, and motivation among students from various disciplines. The participants in this activity were 40 undergraduate students enrolled in different teaching programs at a private university. The course followed a timeline approach to teaching HOS, supplemented by weekly research questions and short activities. The specific focus of this activity was to investigate whether Archimedes designed a water clock. Students worked in groups to conduct research on the question and develop a group claim based on the evidence they collected. The course discussions resulting from this activity yielded comprehensive outcomes that contributed to the course's timeline, covering the transition from antiquity to the Middle Ages. These discussions touched upon various historical events, including the closing of the Platonic Academy, the birth of the House of Wisdom, cultural and geographical factors in the translation movement, and the concept of pseudepigrapha. Importantly, the study noted that many of these events between antiquity and the Middle Ages were not commonly mentioned in traditional HOS course books. By engaging in this activity, participants were able to zoom into the timeline and uncover fascinating historical events. The research, collaboration, and discussions brought about a sense of excitement among the students. This activity demonstrated that incorporating such an approach can enhance the narrative nature of HOS courses. The success of the activity depends on the time allocated and the content of the course, suggesting that it could be tailored to different contexts and course objectives.

https://dergipark.org.tr/tr/download/article-file/3138521

What Are the Basics of Science Education? What Is Important to Know, How to Use Knowledge or How to Obtain Answers?.

Citations

Teaching history and the nature of science in science teacher education programs

Effects of Design-Based Science Instruction on Science Problem-Solving Competency among Different Groups of High-School Traditional Chemistry Students.

Development of K-12 Science Handbook for the Thorp School District

Zooming in the Timeline: Investigation of the Case of Pseudo-Archimedes by Preservice Teachers

References

Piaget and Science Education.

A Structural Foundation for Tomorrow's Education.

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