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Developing Preservice Teachers' Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction.

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Title: Developing Preservice Teachers' Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction.
Authors: Rutt, Alexis1, Mumba, Frackson1 fm4v@virginia.edu
Source: Science & Education. Dec2019, Vol. 28 Issue 9/10, p1153-1179. 27p.
Subject Terms: *Science teachers, *Teaching, *Teenagers, *Secondary education, History of science
Abstract: Despite its positive impact on students' understanding of the nature of science and science content knowledge, few secondary science teachers incorporate the history of science into their instruction. This article describes the effects of an online history of science course on preservice teachers' perceptions of and content and pedagogical knowledge for history of science–integrated science instruction. Eleven secondary preservice science teachers participated in a semester-long history of science course focused on developing their conceptual understanding of and pedagogical knowledge for incorporating history of science into their science instruction. Data were collected from preservice teachers' discussions, reflections, assignments, and surveys. Results indicate that participation in the online history of science course led to preservice teachers' understanding of history of science content and pedagogy and to positive perceptions about history of science–integrated science instruction. Preservice teachers also demonstrated skills for developing history of science instructional materials using recurrent, storyline, and argumentation approaches. Implications of the findings for secondary science teacher preparation are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Despite its positive impact on students' understanding of the nature of science and science content knowledge, few secondary science teachers incorporate the history of science into their instruction. This article describes the effects of an online history of science course on preservice teachers' perceptions of and content and pedagogical knowledge for history of science–integrated science instruction. Eleven secondary preservice science teachers participated in a semester-long history of science course focused on developing their conceptual understanding of and pedagogical knowledge for incorporating history of science into their science instruction. Data were collected from preservice teachers' discussions, reflections, assignments, and surveys. Results indicate that participation in the online history of science course led to preservice teachers' understanding of history of science content and pedagogy and to positive perceptions about history of science–integrated science instruction. Preservice teachers also demonstrated skills for developing history of science instructional materials using recurrent, storyline, and argumentation approaches. Implications of the findings for secondary science teacher preparation are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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