Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project

Höttecke, Dietmar; Henke, Andreas; Riess, Falk

doi:10.1007/s11191-010-9330-3

Cited by 83 publications

(49 citation statements)

References 46 publications

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“…These possibilities have already been discussed by several authors in recent decades (among many others, Collins and Shapin 1989;Matthews 1994;Millar and Osborne 1998;Solbes and Traver 2003;Höttecke et al 2012;Alvarez-Lire et al 2013;Bächtold and Guedj 2014;de Berg 2014;Garcia-Martinez and Izquierdo-Aymerich 2014). Matthews (1992) highlights, for instance, the following contributions brought by HPS to science education:…”

Section: Why and Which Hps In Science Education?mentioning

confidence: 87%

“…Collins and Shapin 1989;Matthews 1994;Millar and Osborne 1998;Solbes and Traver 2003;Höttecke et al 2012;Allchin 2014;Garcia-Martinez and Izquierdo-Aymerich 2014) and explored by different academic In other words, after at least 30 years of teacher training, empirical interventions and curricular debates about the implementation of HPS in school science practices, what are the impacts of this body of research on learning settings? In order to partially address this question, this article describes an investigation of secondary students' knowledge about History of Science (HOS), and of how this knowledge can be related to school science practices and curricula.…”

Section: Introductionmentioning

confidence: 99%

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Different People in Different Places

Gandolfi

2018

Sci & Educ

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This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: BIn which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?^Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

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Section: Why and Which Hps In Science Education?mentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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“…In the phase 3, we sought to identify internal and external historical and philosophical issues of electromagnetism, which inventions and discoveries. At the same time, we tried to introduce teachers and reflections associated with the use of the history and philosophy of science (HPS) in teaching; To recognize the positions, both in the literature and in what they thought, for and against their inclusion, and to identify the curricular conditions that promote the improvement in the teaching and learning of physics when HFC is included (Conant, 1957;Holton, 1978;Matthews, 1991;Gil, 1993;Izquierdo, 1994;Duschl, 1997;Solbes and Traver, 1996;2001;Hottecke, et. al., 2010).…”

Section: Survey Instruments:-mentioning

confidence: 99%

Didactic Change Based on the Historical and Professional Context for the Physics Teaching.

Peña¹,

Suárez²

2017

IJAR

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“…C'est pour relever le défi d'une culture scientifique citoyenne pour tous que de nombreuses recherches sur les curricula ont été et sont développées (Lederman, 2007). Celles-ci suggèrent différents leviers pour promouvoir une meilleure compréhension de la NoS, en particulier la mise en oeuvre de pratiques pédagogiques innovantes visant à mettre les élèves dans une posture de chercheur 3 (Duschl & Grandy, 2012) et l'introduction d'éléments d'histoire des sciences (Abd-El-Khalick & Lederman, 2000 ;Aduriz-Bravo, 2010 ;Höttecke, Henke & Riess, 2012 ;Matthews, 1994Matthews, , 2003. Elles montrent que seule une approche explicite de la NoS (Abd-ElKhalick & Lederman, 2000 ; Abd-El-Khalick, 2012a) en termes d'apprentissage est efficace.…”

Section: Les Travaux Sur La Nosunclassified