Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching

Henke, Andreas; Höttecke, Dietmar

doi:10.1007/s11191-014-9737-3

Cited by 60 publications

(63 citation statements)

References 101 publications

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“…There are concerns, for instance, about how to develop instruments to assess the learning of both scientific and historical aspects, since evaluation is often part of the educational process (Henke and Höttecke 2015). Another problem is the introduction of HPS in science lessons through anachronistic and triumphant perspectives (Taylor and Hunt 2014): distorted approaches in which Bhistory of science is viewed in light of current knowledge^and only its positive aspects are presented (Klassen andFroese-Klassen 2014, p. 1520).…”

Section: Bringing Hps To Science Lessonsmentioning

confidence: 99%

“…However, the obstacles for implementing new routines inside classrooms are numerous, as shown by different research (Höttecke and Silva 2011;Levrini 2014;Henke and Höttecke 2015). Twenty years ago, Monk and Osborne (1997) suggested, for instance, that after the launch of the English National Curriculum in 1989, several projects were developed, but few were successful in incorporating HPS into everyday science teaching.…”

Section: Bringing Hps To Science Lessonsmentioning

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: Bringing Hps To Science Lessonsmentioning

confidence: 99%

Section: Bringing Hps To Science Lessonsmentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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“…& A lack of teaching resources that can be embraced as adequate by the teachers (Abd-El- Akerson and Hanuscin 2007;Hanuscin et al 2011;Lakin andWellington 1994, Höttecke andSilva 2011) & NOS considered as an add-on even by teachers who regard it as important (Abd-El- Clough and Olson 2012;Höttecke and Silva 2011) & Teachers are unaccustomed to, and insecure regarding, the NOS teaching format and strategies (Bell et al 2000;Herman et al 2013;Lakin and Wellington 1994, Henke and Höttecke 2015, Leden et al 2015 & Concerns for students' abilities to deal with abstract or controversial issues (Abd-El- Aikenhead 2006;Brickhouse and Bodner 1992;Hodson 1993;Lederman 1995;Leden et al 2015) & Concerns for the Bgood students^who are accustomed to memorize facts for the test (Aikenhead 2006;Leden et al 2015) Research studies have examined what teachers perceive as opportunities with NOS teaching to a surprisingly small extent. One interesting exception is Herman et al (2015) who connected the Btype of utility value^expressed by the teachers to their level of NOS implementation.…”

Section: Challenges and Opportunitiesmentioning

confidence: 99%

“…Furthermore, firsthand experiences of NOS teaching in combination with teaching examples (e.g., from Bsuccess stories^or from the rich source of instructional material c.f. Allchin 2012;Clough 2011;Henke and Höttecke 2015) could constitute the basis of a broader and more solid teaching repertoire.…”

Section: Implications and Concluding Remarksmentioning

confidence: 99%

“…To change existing practices through, for example, including new elements in the teaching is often challenging. Previous research on challenges (e.g., Henke and Höttecke 2015;Höttecke and Silva 2011) has provided explanations as to why there often is a gap between research intentions and classroom practice. Teachers' perspectives constitute an important part in the attempt to understand this gap further.…”

Section: Introductionmentioning

confidence: 99%

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From black and white to shades of grey

2017

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Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers' perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers (N = 6) took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers' suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that (a) the number of suggested issues increased over the years, (b) teachers' ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and (c) the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education.

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Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics

2018

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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 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.

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Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching

Cited by 60 publications

References 101 publications

Different People in Different Places

Different People in Different Places

From black and white to shades of grey

Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics

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