Should Science Teaching Involve the History of Science? An Assessment of Kuhn’s View

Kindi, Vasso

doi:10.1007/s11191-004-7344-4

Cited by 13 publications

(5 citation statements)

References 6 publications

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“…However indirect evidence is also available in anthologies, introductory texts, syllabi, and curated databases, which reflect expert decisions about how to present and organize the structure of that field. For example, Kuhn (1962) saw textbooks as reflecting the current paradigm in a scientific discipline, guiding students' perceptions of relevant problems and consensus viewpoints about valid attempts to solve those problems (e.g., Kindi, 2005).…”

Section: Self-understanding Of the Phenomenology Literaturementioning

confidence: 99%

Bibliometric Analysis of the Phenomenology Literature

Kallens

Yoshimi

2023

Contributions to Phenomenology

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More has been written about phenomenology than could possibly be read in a single person’s lifetime, or even in several lifetimes. Despite its unwieldy size, this vast “horizon” of literary output has a tractable structure. We leverage the tools of bibliometrics to study the structure of the phenomenology literature, and test several hypotheses about it. We create an author-wise co-citation network, a graph of nodes and connections, where each node corresponds to an author who has written a document with the word “Phenomenology” in it, and where two nodes are connected if the corresponding authors have cited each other. By applying clustering algorithms and other techniques to this network, certain structural features of the field emerge. The main areas of research since 1970 conform fairly well to an intuitive understanding of the literature, though there are some surprises.

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Section: Self-understanding Of the Phenomenology Literaturementioning

confidence: 99%

Bibliometric Analysis of the Phenomenology Literature

Kallens

Yoshimi

2023

Contributions to Phenomenology

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“…For this purpose, the history of science should be given to the students in order to know the history of science and to gain science literacy together with science literacy. In the literature review on this subject, it is seen that studies on the history of science and the nature of science have been carried out in many fields from primary school to higher education and the studies are still continuing in various fields (Kindi, 2005). Accordingly, the purpose of this study is to examine the science contents in the 2000-2018 issues of the journal in terms of science history.…”

Section: Introductionmentioning

confidence: 99%

“…Bu amaçla bilim tarihinin iyi bilinmesi ve fen okuryazarlığı ile birlikte bilim okuryazarlığının kazandırılabilmesi için bilimin tarihinin öğrencilere iyi kazandırılması gerekmektedir. Bu konuda yapılan alan yazın incelemesinde ilköğretim çağından yükseköğretime kadar birçok alanda bilim tarihi ve bilimin doğasına yönelik çalışmaların yapıldığı ve halen çalışmaların çeşitli alanlarda devem ettiği görülmektedir (Kindi, 2005).…”

Section: Introductionunclassified

Süreli Çocuk Yayınlarındaki Fen Bilimleri İçeriklerinin Bilim Tarihi Açısından İncelenmesi

YAVUZOĞLU,

PEKTAŞ

2020

TAY Journal

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In this study, it was aimed to examine the issues of Bilim Çocuk magazine, which is regularly published by TÜBİTAK, between 2000 and 2018 in terms of science history. In this context, the importance given to auxiliary books used in science education has also had a great impact on the selection of this topic by the researcher. The study was carried out by the document analysis technique, which is a qualitative approach. Within the scope of the study, all issues of Bilim Çocuk magazine published between 2000-2018 were accessed by subscribing to the official address of the journal on the internet, and the sections within the scope of the history of science were determined and these were classified for analysis. At the last stage of the research, document analysis was carried out with the help of a scale developed by Wang and Marsh (2002) and adapted by Yıldız (2013). The results of the study indicated that Bilim Child Magazine is sufficient in terms of conceptual and procedural but it is limited in some areas in terms of context. In addition, it has been determined that the area devoted to the history of science between 2000-2005 has spread to a large area compared to the content of the journal.

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“…However, as Kindi (2005) points out, the most conscientious of science teachers do not like to spend time on things they consider peripheral and concentrate instead on the teaching of proper science, emphasizing the solution of problems and exercises. Greek school science textbooks, on the other hand, started to include a sufficient number of elements of history of science in the 90s, something that was abandoned after 1996.…”

mentioning

confidence: 99%

Enhancement of Pre-Service Teachers’ Teaching Interventions with the Aid of Historical Examples

Spiliotopoulou-Papantoniou

Agelopoulos

2008

Sci & Educ

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This paper focuses on the attempt to include a historical perspective in a preservice teacher education course. It is based on the design research approach and the main aim is the development of a product, a module for student-teachers' actual involvement in the historic teaching design process. Student-teachers were presented and familiarized with the reasons for including a historical component in teaching, and with the meaning and teaching function of three historical examples. They were asked to search for historical materials on the basis of which they had to design teaching interventions justifying their choices. Total of 74 teaching interventions have been analyzed and a systemic network has been produced with the identified categories of their characteristics. Two case studies of students' interventions with their historical materials are also discussed. Findings show that the group of student-teachers studied was able to develop a range of interesting materials. Traditional models of teaching that are held by student-teachers are obstacles for substantiating the historical perspective. Only a few student-teachers succeed in stating meaningful epistemic goals, while some others lack awareness of the potential of their own material for communicating aspects of the nature of science to students. Results appear that can lead to a future module's revision, and further research steps.

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Should Science Teaching Involve the History of Science? An Assessment of Kuhn’s View

Cited by 13 publications

References 6 publications

Bibliometric Analysis of the Phenomenology Literature

Bibliometric Analysis of the Phenomenology Literature

Süreli Çocuk Yayınlarındaki Fen Bilimleri İçeriklerinin Bilim Tarihi Açısından İncelenmesi

Enhancement of Pre-Service Teachers’ Teaching Interventions with the Aid of Historical Examples

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