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  1. Examining Teaching Emphases of History of Science in Award-Winning Science Lesson Plans in Macao.Bing Wei & Xiaomin Chen - forthcoming - Science & Education.
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  • Developing Preservice Teachers’ Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction.Alexis Rutt & Frackson Mumba - 2019 - Science & Education 28 (9-10):1153-1179.
    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 (...)
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  • Different People in Different Places.Haira Emanuela Gandolfi - 2018 - Science & Education 27 (3-4):259-297.
    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: “In 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, focusing on what they know about science being done by people and communities (...)
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  • The Effect of Replicating Historical Scientific Apparatus on High School Students’ Attitudes Towards Science and Their Understanding of Nature of Science.Zeynep Neslihan Alisir & Serhat Irez - 2020 - Science & Education 29 (5):1201-1234.
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  • Teachers’ Ways of Talking About Nature of Science and Its Teaching.Malin Ideland, Andreas Redfors, Lena Hansson & Lotta Leden - 2015 - Science & Education 24 (9-10):1141-1172.
    Nature of science has for a long time been regarded as a key component in science teaching. Much research has focused on students’ and teachers’ views of NOS, while less attention has been paid to teachers’ perspectives on NOS teaching. This article focuses on in-service science teachers’ ways of talking about NOS and NOS teaching, e.g. what they talk about as possible and valuable to address in the science classroom, in Swedish compulsory school. These teachers are, according to the national (...)
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  • When Things Go Wrong: Implementing Historical-Investigative Activities in the Classroom.Renata da Fonseca Moraes Batista & Cibelle Celestino Silva - 2019 - Science & Education 28 (9-10):1135-1151.
    In this project, we worked in partnership with school teachers who are frequent users of experimental kits available for loan to schools using the historical-investigative approach. The original kits bring a traditional approach to experimentation, without the presence of the history of science. We developed and implemented new guides to the kits, without changing their materials and instruments. Design-based research supports the development methodology; the school science topics covered in this paper are Joseph Black’s studies on latent and specific heat. (...)
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  • Introduction to IDTC Special Issue: Joule's Bicentenary History of Science, Foundations and Nature of Science.Raffaele Pisano, Paulo Mauricio & Philippe Vincent - 2020 - Foundations of Science 2 (25):1-21.
    James Prescott Joule’s (1818–1889) bicentenary took place in 2018 and commemorated by the IDTC with a Symposium—‘James Joule’s Bicentenary: Scientific and Pedagogical Issues Concerning Energy Conservation’—at the European Society for the History of Science (ESHS & BSHS), 14th–17th September, 2018, in London. This symposium had three main objectives: It aimed specifically to celebrate James Joule’s achievements considering the most recent historiographical works with a particular focus on the principle of conservation of energy; It served the purpose of discussing the scientific (...)
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  • Can Faraday's The Chemical History of a Candle Inform the Teaching of Experimentation?Markus Emden & Mario Gerwig - 2020 - Science & Education 29 (3):589-616.
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  • Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS.José M. Pavez, Claudia A. Vergara, David Santibañez & Hernán Cofré - 2016 - Science & Education 25 (3-4):383-405.
    A number of authors have recognized the importance of understanding the nature of science for scientific literacy. Different instructional strategies such as decontextualized, hands-on inquiry, and history of science activities have been proposed for teaching NOS. This article seeks to understand the contribution of HOS in enhancing biology teachers’ understanding of NOS, and their perceptions about using HOS to teach NOS. These teachers, enrolled in a professional development program in Chile are, according to the national curriculum, expected to teach NOS, (...)
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  • How to Use Historical Approach to Teach Nature of Science in Chemistry Education?Simo Tolvanen, Jan Jansson, Veli-Matti Vesterinen & Maija Aksela - 2014 - Science & Education 23 (8):1605-1636.
  • Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science.Igal Galili - 2012 - Science & Education 21 (9):1283-1316.
  • From Science Studies to Scientific Literacy: A View From the Classroom.Douglas Allchin - 2014 - Science & Education 23 (9):1911-1932.
  • Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching.Dietmar Höttecke & Andreas Henke - 2015 - Science & Education 24 (4):349-385.
    The inclusion of the history and philosophy of science in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers’ decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation project. Within focused interviews these (...)
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  • Could HPS Improve Problem-Solving?Ricardo Lopes Coelho - 2013 - Science & Education 22 (5):1043-1068.
  • Teaching the Conceptual History of Physics to Physics Teachers.Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala - 2015 - Science & Education 24 (4):387-408.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the (...)
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  • Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries.Laurence Maurines & Daniel Beaufils - 2013 - Science & Education 22 (6):1443-1465.
  • History, Philosophy, and Science in a Social Perspective: A Pedagogical Project.Andreia Guerra, Marco Braga & José Claudio Reis - 2013 - Science & Education 22 (6):1485-1503.
  • Design of Chemistry Teacher Education Course on Nature of Science.Veli-Matti Vesterinen & Maija Aksela - 2013 - Science & Education 22 (9):2193-2225.