Many educators today advocate the use of historical narratives as one of a number of possible contexts for teaching science. However, several pedagogical and epistemological issues arise when implementing narratives in the classroom. In this paper, we are interested in expanding our view of narrative, specific to integrating the history of science and science teaching, and we extend our argument beyond simple anecdotal references to recognise the benefits of the historical narrative in a variety of ways. At the same time, we address pedagogical concerns by broadening perceptions of the manner and contexts in which narratives can be developed so as to include imaginative and manipulative elements that provide interactive experiences for students that are more conducive to implementation by science teachers.Several practical examples are presented as illustrations of historical narratives with imaginative and manipulative elements that by design facilitate a more meaningful implementation in the science classroom.

ABSTRACT:The photoelectric effect is an important part of general physics textbooks. To study the presentation of this phenomenon, we have reconstructed six essential, history and philosophy of science (HPS)-related aspects of the events that culminated in Einstein proposing his hypothesis of lightquanta and the ensuing controversy within the scientiÞc community. These aspects are (1) Lenard's trigger hypothesis to explain the photoelectric

In this study, First Nation community members in Canada"s Yukon Territory share their stories about teaching and learning, both in informal and formal settings, in an effort to identify practices that might serve teachers to be more responsive to their First Nation students. In all, 52 community members between the ages of 15 and 82 shared their stories and assisted in identifying eight categories of practice and thought associated with effective teaching practices for this First Nation. Based upon these categories of thought and practice, we present a pedagogical framework for teachers and, finally, illustrate how this profile and the stories about teaching and learning are being used for adjusting and improving teaching practice in this First Nation.

Sucralfate is used to induce healing of gastrointestinal tract ulcers. We evaluated its potential utility in the healing of skin wounds. Initial experiments examined the effects of the sucralfate on proliferation of cultured dermal fibroblasts and keratinocytes. Sucralfate induced proliferation in quiescent cultures of both cell types. Additionally, sucralfate enhanced prostaglandin E2 synthesis in basal keratinocytes and in interleukin-1-stimulated keratinocytes and dermal fibroblasts. Basal interleukin-1 and 6 release were not affected by sucralfate, but the agent enhanced interleukin-1-stimulated interleukin-6 release from fibroblasts. When applied daily to full-thickness wounds in rats, sucralfate increased the thickness of granulation tissue when assessed at day 12.

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The authors of this paper portray the perspective of Professor Leon Cooper, a theoretical physicist, Nobel laureate, active researcher, and physics textbook author, on teaching science and on the nature of science (NOS). The views presented emerged from an interview prepared by the authors and responded to in writing by Professor Cooper. Based on the gathered data and the subsequent interpretation of it, the authors identified several educational implications and drew the following conclusions: (a) science should be taught within an historical perspective; (b) textbook authors generally have an empiricist epistemology which makes their presentation of science difficult to understand; (c) an historical perspective inevitably involves comparing, contrasting, and scrutinizing different historical accounts of the same events; (d) varying interpretations of observations do not undermine the objective nature of science; (e) new ideas in physics comprise an imposed vision of the world, and these ideas are then slowly accepted by the scientific community; (f) the current view in any science is almost always a mixture of data, hypotheses, theoretical ideas, and conjectures; (g) since experiments are difficult to perform and understand, scientists rely on their presuppositions to guide the integration of data, theory, and conjectures; (h) inconsistencies in the construction of theories can facilitate new M. Niaz (

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