المؤلفون: Klopfer, Leo E., Aikenhead, Glen S. (ORCID 0000-0003-2293-347X)

المصدر: Science Education. May 2022 106(3):490-504.

Peer Reviewed: Y

Page Count: 15

Descriptors: Humanistic Education, Science Education, Educational History, Science History, History Instruction, Science and Society, High School Students, Secondary School Science

مستخلص: This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need-to-know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay between science/scientists and society. The synopsis leads to the conclusion that instructional materials and student assessment tools developed earlier for teaching the history of science are relevant today. Science--technology--society--environment and socioscientific issues, two of the present six domains of humanistic school science, are given special attention. An example of their teaching materials is described, which illustrates in detail how to organize lessons or units particularly suited for the substantial majority of high school students who would not enroll in any current science classes if not required for graduation. Trends suggested for the future are based on shifts in current global economics.

Abstractor: As Provided

المؤلفون: Bøe, Maria Vetleseter (ORCID 0000-0001-9653-790X), Henriksen, Ellen Karoline, Angell, Carl

المصدر: Science Education. Jul 2018 102(4):649-667.

Peer Reviewed: Y

Page Count: 19

Descriptors: Science Education, Physics, Quantum Mechanics, Instructional Innovation, Secondary School Students, Secondary School Science, Foreign Countries, Focus Groups, Student Attitudes, Outcomes of Education, Visualization, Learning Strategies, Knowledge Level, Science History, Philosophy, Alignment (Education), Expectation

مصطلحات جغرافية: Norway

مستخلص: Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11 focus groups with 58 participants from 11 physics classes, collected in 2013-2016 and analyzed thematically. Using "the implied student" (Ulriksen, 2009) as an analytical lens, we study the experiences of actual physics students against the student "implied" by the innovative approach. The findings suggest that students struggled where the new approach holds implicit expectations that differ greatly from how students are expected to "do physics" in traditional classrooms. For example, students found it difficult to monitor their performance in the absence of calculations and factual answers. However, students easily adopted visualizations as a new tool for reaching the familiar goal of content knowledge. HPS aspects motivated students, but were not necessarily seen as learning goals in their own right. There is a need for better alignment between learning activities, learning goals and assessment in innovations, and for making implicit expectations explicit so that students know what "doing physics" successfully entails.

Abstractor: As Provided

المؤلفون: Matthews, Michael R.

المصدر: Science Education. Jan 2004 88(1):90-118.

Peer Reviewed: Y

Page Count: 29

Descriptors: Science Education, Philosophy, Science History

مستخلص: Thomas Kuhn has had an impact in all academic fields. In science education, Kuhnian themes are especially noticeable in conceptual change research, constructivist theorizing, and multicultural education debates. Unfortunately the influence is frequently compromised by researchers having a limited understanding of Kuhn's original ideas, little exposure to the tradition of philosophical opposition to Kuhn's theories, and minimal appreciation of how Kuhn progressively qualified his initial "irrationalist'' views of scientific development. One lesson to be learnt is that the science education community should more seriously and effectively engage with on-going debates and analysis in the history and philosophy of science. This is the same lesson that was learnt from the science education community's wholesale embrace of logical empiricism during the 1950s and 1960s. Another lesson is that there are powerful disciplinary, institutional, and subcultural barriers that mitigate against science educators seriously engaging with historical and philosophical scholarship.

Abstractor: Author

المؤلفون: King, Bruce B.

المصدر: Science Education. Jan 1991 75(1):135-141.

Peer Reviewed: Y

Page Count: 7

Descriptors: Educational Research, Preservice Teacher Education, Science Education, Science History, Science Instruction, Secondary Education

مستخلص: Describes a study of beliefs and knowledge about the history and philosophy of science possessed by 13 college graduates in a teacher education program. From the use of a questionnaire and interviews, the author concluded that most beginning teachers had almost no knowledge of or coursework in the history or philosophy of science. (PR)

المؤلفون: Kinnear, Judith F.

المصدر: Science Education. Jan 1991 75(1):69-85.

Peer Reviewed: Y

Page Count: 17

Descriptors: Elementary Secondary Education, Genetics, Models, Science Education, Science History, Science Instruction

مستخلص: Presents a historical overview of the development of concept of linkage (collocation of genes on homologous chromosomes), and provides a perspective of the development of two opposing explanatory models of genetic linkage. Author asserts that a historical view can help students recognize that explanatory models are constructs developed over time, and that a model may prove to be inadequate. (PR)

المؤلفون: King, Bruce B.

المصدر: Science Education. Jan 1991 75(1):143-155.

Peer Reviewed: Y

Page Count: 13

Descriptors: Educational Research, Elementary Secondary Education, Preservice Teacher Education, Science Education, Science History

مستخلص: Presents a review of the literature concerning integrating the history and nature of science and technology in science and social studies curricula. Areas reviewed include the importance of these concepts in education, their place in the current curriculum, and efforts at integrating these concepts. (over 50 references) (PR)

المؤلفون: Solomon, Joan

المصدر: Science Education. Jan 1991 75(1):95-103.

Peer Reviewed: Y

Page Count: 9

Descriptors: British National Curriculum, Elementary Secondary Education, Foreign Countries, Science Education, Science History, Science Instruction

مصطلحات جغرافية: United Kingdom (England)

مستخلص: Discusses trends in teaching about the nature of science in England. Two themes characterize teaching the nature of science; one concerns reflection on school experiment, and the other is about reflecting on aspects of scientific theory at different ages. (PR)

المؤلفون: Sequeira, Manuel, Leite, Laurinda

المصدر: Science Education. Jan 1991 75(1):45-56.

Peer Reviewed: Y

Page Count: 12

Descriptors: Educational Research, Foreign Countries, Learning Processes, Misconceptions, Physics, Science Education, Science History, Scientific Concepts, Secondary Education

مصطلحات جغرافية: Portugal

مستخلص: Authors describe some alternative conceptions held by Portuguese physics students about mechanics and compare students' scientific conceptions with the evolution of historical ideas. Authors contend that teacher knowledge about the history of science can facilitate teaching for conceptual change in physics. (over 20 references) (Authors/PR)

المؤلفون: Martin, Brian

المصدر: Science Education. Sep 1990 74(5):541-554.

Peer Reviewed: Y

Page Count: 14

Descriptors: Curriculum Development, Epistemology, Experiential Learning, Science and Society, Science Curriculum, Science Education, Science History, Secondary School Science, Technology

مستخلص: Presented is an asymptotic approach to "authentic" science. Discussed are the following aspects of science: personal science, private science, public science, historical science, societal science, technological science, and the aims of science. (KR)

Journal Code: CIJMAR1991

المؤلفون: Eijkelhof, H. M. C.

المصدر: Science Education. Apr 1990 74(2):183-195.

Peer Reviewed: Y

Page Count: 13

Descriptors: Cognitive Processes, Elementary Secondary Education, Misconceptions, Radiation, Radiation Biology, Radiation Effects, Radiology, Science and Society, Science Education, Science History, Scientific Literacy, Secondary School Science, Technology, Thinking Skills

مستخلص: Described are lay-ideas which may exist about ionizing radiation, the importance of these ideas for risk management, and the relationships between various lay-ideas. Lay-ideas were used to gain a better insight into the problems of learning about ionizing radiation and to construct appropriate teaching materials and strategies. (KR)

Journal Code: CIJMAR1991