An explicit and reflective approach to the use of history to promote understanding of the nature of science.
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| Title: | An explicit and reflective approach to the use of history to promote understanding of the nature of science. |
|---|---|
| Authors: | Rudge, David1 david.rudge@wmich.edu, Howe, Eric2 |
| Source: | Science & Education. May2009, Vol. 18 Issue 5, p561-580. 20p. 5 Charts, 2 Maps. |
| Subject Terms: | *Problem solving, History of science, Sickle cell anemia, Empirical research |
| People: | Allison, Anthony, Harvey, William, 1578-1657 |
| Abstract: | Monk and Osborne (Sci Educ 81:405–424, ) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component of instruction and a model for how history of science should be used to promote learning of and about science. In the following essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach. [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.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 39768308 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An explicit and reflective approach to the use of history to promote understanding of the nature of science. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rudge%2C+David%22">Rudge, David</searchLink><relatesTo>1</relatesTo><i> david.rudge@wmich.edu</i><br /><searchLink fieldCode="AR" term="%22Howe%2C+Eric%22">Howe, Eric</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. May2009, Vol. 18 Issue 5, p561-580. 20p. 5 Charts, 2 Maps. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22History+of+science%22">History of science</searchLink><br /><searchLink fieldCode="DE" term="%22Sickle+cell+anemia%22">Sickle cell anemia</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Allison%2C+Anthony%22">Allison, Anthony</searchLink><br /><searchLink fieldCode="PE" term="%22Harvey%2C+William%2C+1578-1657%22">Harvey, William, 1578-1657</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Monk and Osborne (Sci Educ 81:405–424, ) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component of instruction and a model for how history of science should be used to promote learning of and about science. In the following essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=39768308 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-007-9088-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 561 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: History of science Type: general – SubjectFull: Sickle cell anemia Type: general – SubjectFull: Empirical research Type: general – SubjectFull: Allison, Anthony Type: general – SubjectFull: Harvey, William, 1578-1657 Type: general Titles: – TitleFull: An explicit and reflective approach to the use of history to promote understanding of the nature of science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rudge, David – PersonEntity: Name: NameFull: Howe, Eric IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 18 – Type: issue Value: 5 Titles: – TitleFull: Science & Education Type: main |
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