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"It's a Lot of People in Different Places Working on Many Ideas": Possibilities from Global History of Science to Learning about Nature of Science
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Gandolfi, Haira Emanuela – Journal of Research in Science Teaching, 2021
This article describes a teaching experience at an year 8 classroom (students aged 12-13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations…
Descriptors: Global Approach, Scientific Principles, Science History, Science Education
Promoting Preservice Chemistry Teachers' Understanding about the Nature of Science through History.
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Lin, Huann-shyang; Chen, Chung-Chih – Journal of Research in Science Teaching, 2002
Documents the benefits of teaching chemistry through history. The experimental group consisted of seniors enrolled in a teacher preparation program in which they learned how to teach chemistry through the history of science. The results of the analysis of covariance revealed that the experimental group outperformed the control group on an…
Descriptors: Achievement, Science History, Science Instruction, Scientific Principles
The Influence of History of Science Courses on Students' Views of Nature of Science.
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Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Assesses the influence of three history of science (HOS) courses on college students' and preservice teachers' conceptions of nature of science (NOS). Examines whether participants who entered the investigated courses with a conceptual framework consistent with contemporary NOS views achieved more elaborate NOS understandings. Explores the aspects…
Descriptors: Epistemology, Higher Education, Influences, Preservice Teachers
The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry Textbooks.
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Niaz, Mansoor – Journal of Research in Science Teaching, 2000
Develops a history and philosophy of science framework based on a rational reconstruction of experimental observations that led to the Millikan-Ehrenhaft controversy, and evaluates 31 chemistry books for coverage of the controversy. Finds that most books lacked a history and philosophy of science perspective and did not adequately address several…
Descriptors: Atomic Theory, Chemistry, High Schools, Higher Education
Reflections on Catherine Milne's "Philosophically Correct Stories? Examining the Implications of Heroic Science Stories for School Science."
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Whitaker, Robert J. – Journal of Research in Science Teaching, 1999
Argues that declarative writing about science that presents historical or biographical information incorrectly is not acceptable. (WRM)
Descriptors: Elementary Secondary Education, Higher Education, Instructional Materials, Misconceptions
"Only Some Facts Matter for My Given Pattern": The Fact of Stories in School Science. A Response to Whitaker.
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Milne, Catherine – Journal of Research in Science Teaching, 1999
Answers a critique of the historical accuracy of the author's previous work. Argues that all science stories provide a source of material for analysis and synthesis of the nature of the scientific enterprise. (WRM)
Descriptors: Elementary Secondary Education, Higher Education, Instructional Materials, Misconceptions
A Reconstruction of Development of the Periodic Table Based on History and Philosophy of Science and Its Implications for General Chemistry Textbooks
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Brito, Angmary; Rodriguez, Maria A.; Niaz, Mansoor – Journal of Research in Science Teaching, 2005
The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college-level general chemistry textbooks with respect to the presentation of the…
Descriptors: Textbooks, Scientists, Generalization, Chemistry