Skip to main content
SpringerLink
Log in

The Effect of a History-Based Course in Optics on Students' Views about Science

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

In light of the convincing claims extolling the multifaceted merit of the “genetic” (historical) approach in designing learning materials (Matthews 1994), we developed an experimental course in optics. We tested the new materials and determined their effectiveness in a year long course given in several 10th grade high school classes. A special feature, which soundly contrasted our course from a typical one, was its essential incorporation of historical contents: the ideas, views and conceptions which constituted the early understanding of light and vision. In this report, we present that part of the assessment which concerns the course's impact on the students’ views about science and some related technological and cultural issues. In our analysis, we used a special hierarchical organization to represent pertinent data. Strong differences were found between the views elicited in the experimental group and parallel data regarding students in the control group. In our view, this demonstrated the advantage of utilizing historical materials in an aspect which is additional to our first intention – to improve students’ disciplinary knowledge. Such materials naturally address issues of much broader general interest, appropriate for physics education as opposed to physics training. Touching on a variety of features of science the materialspositively effect students’ views about science.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • AAAS (American Association for the Advancement of Science): 1990, Project 2061: Science for All Americans, Oxford University Press, New York, pp. 183–194.

    Google Scholar 

  • AAAS (American Association for the Advancement of Science): 1993, Benchmarks for Science Literacy, AAAS Press, Washington, DC.

    Google Scholar 

  • Abell, S. & Smith, D.: 1994, ‘What is Science? Preservice Elementary Teachers' Conceptions of the Nature of Science’, International Journal of Science Education 16(4), 475–487.

    Google Scholar 

  • Aguirre M., Haggerty, S. & Cedric, L.: 1990, ‘Student-Teachers' Conceptions of Science, Teaching and Learning: A Case Study in Preservice Science Education’, International Journal of Science Education 12(4), 381–390.

    Google Scholar 

  • Aikenhead, G.: 1992, ‘How to Teach the Epistemology and Sociology of Science in a Historical Context’, in S. Hills (ed.), The History and Philosophy of Science and Science Education, Vol. 1, Kingston University, Ontario, Canada, pp. 23-34.

    Google Scholar 

  • Aikenhead, G.: 1997, ‘Students' Views on the Influence of Culture on Science’, International Journal of Science Education 19(4), 419–428.

    Google Scholar 

  • Bettencourt, A.: 1993, ‘The Construction of Knowledge’, in K. Tobin (ed.), The Practice of Constructivism in Science Education, Laurence Erlbaum, Hillsdale, NJ, pp. 39-50.

    Google Scholar 

  • Brickhouse, N.: 1989, ‘The Teaching of Philosophy of Science in Secondary Classrooms: Case Study of Teachers' Personal Theories’, International Journal of Science Education 11(4), 437–449.

    Google Scholar 

  • Bruning, J.L. & Kintz, B.L.: 1977, Computational Handbook of Statistics, Scott & Foresman, Glenview, IL, pp. 220–224.

    Google Scholar 

  • Brush, S.J.: 1989, ‘History of Science and Science Education’, Interchange 20(2), 60-70.

    Google Scholar 

  • Bybee, R., Powell, J., Ellis, J., Giese, J., Parisi, L. & Singleton, L.: 1991, ‘Integrating the History and Nature of Science and Technology in Science and Social Studies Curriculum’, Science Education 75(1), 143–155.

    Google Scholar 

  • Bybee, R.: 1997, ‘Toward an Understanding of Scientific Literacy’, in W. Graber & C. Bolte (eds), Scientific Literacy, IPN, Kiel, Germany, pp. 37-68.

    Google Scholar 

  • Carr, M., Barker, M,. Bell. B., Biddulph, F., Jones, A., Kirkwood, W., Pearson, J. & Symington, D.: 1994, ‘The Constructivist Paradigm and Some Implications for Science Content and Pedagogy’, in P. Fensham, R. Gunstone and R. White (eds.), The Content of Science, Falmer Press, London, pp. 147–160.

    Google Scholar 

  • Cohen, M.R. & Drabkin, I.E. (eds): 1948, A Source Book in Greek Science, McGraw Hill, New York.

    Google Scholar 

  • Conant, J.B.: 1951, Science and Common Sense, CT Yale University Press, New Haven.

    Google Scholar 

  • Conant, J.: 1951, On Understanding Science: An Historical Approach, New America Library, New York.

    Google Scholar 

  • DeBoer, G.: 1991, A History of Ideas in Science Education: Implications for Practice, Teachers College Press, New York.

    Google Scholar 

  • Descartes, R.: 1637/1965, The Discourse on Method, Optics, Geometry, and Meteorology, Bobbs-Merrill, New York.

    Google Scholar 

  • Dewey, J.: 1916, Democracy and Education, Free Press, New York

    Google Scholar 

  • Driver, R., Leach, J., Miller, A. & Scott, P.: 1996, Young People Image of Science, Open University Press, Bristol, PA.

    Google Scholar 

  • Duschl, R.: 1990, Restructuring Science Education: The Importance of Theories and Their Development, Teachers College Press, New York.

    Google Scholar 

  • Duschl, R.: 1994, ‘Research in History and Philosophy of Science’, in D.L. Gabel (ed.), Handbook of Research on Science Teaching and Learning, MacMillan, New York, pp. 443–465.

    Google Scholar 

  • Finegold, M. & Olson, J.: 1972, An Enquiry into the Development of Optics: Conception of Light and Their Role in Enquiry, Department of Curriculum, the Ontario Institute for Studies in Education, Ontario.

    Google Scholar 

  • Galili, I. & Hazan, A.: 2000a, ‘The Influence of an Historically Oriented Course on Students' Content Knowledge in Optics Evaluated by Means of Facets-Schemes Analysis’, American Journal of Physics 68(7), S3-S15.

    Google Scholar 

  • Galili, I. & Hazan, A.: 2000b, ‘Learners’ Knowledge in Optics: Interpretation, Structure, and Analysis,’ International Journal of Science Education 22(1), 57-88.

    Google Scholar 

  • Glasersfeld, R.: 1995, Radical Constructivism: A Way of Knowing and Learning, Falmer Press, London.

    Google Scholar 

  • Griffiths, A.K. & Barman, C.R.: 1995, ‘High School Students Views About the Nature of Science: Results from Three Countries’, Schools Science and Mathematics 95(5), 248–255.

    Google Scholar 

  • Halloun, I. & Hestenes, D.: 1998, ‘Interpreting VASS Dimensions and Profiles for Physics Students', Science and Education 7, 553–577.

    Google Scholar 

  • Huygens, C.: 1690/1978, Treatise on Light, Encyclopedia Britannica, Chicago.

    Google Scholar 

  • Jaffe, B.: 1938, ‘The History of Chemistry and Its Place in the Teaching of Chemistry’, Journal of Chemical Education 15, 383–389.

    Google Scholar 

  • Johnson, S. & Stewart, J.: 1991, ‘Using Philosophy of Science in Curriculum Development: An Example from High School Genetics’, in M. Matthews (ed.), History, Philosophy and Science Teaching: Selected Readings, OISE Teachers College Press, New York.

    Google Scholar 

  • Kipnis, N.: 1993, ‘Rediscovering Optics’, BENA Press, Minneapolis.

    Google Scholar 

  • Klopfer, L.: 1969, ‘The Teaching of Science and the History of Science’ International Journal of Science Education 6, 87-95.

    Google Scholar 

  • Klopfer, L. & Cooly, W.: 1963, ‘The History of Science Cases for High Schools in the Development of Students; Understanding of Science and Scientists’, Journal of Research in Science Teaching 1(1), 33-47.

    Google Scholar 

  • Koulaidis, V. & Ogborn, J.: 1989, ‘Philosophy of Science: An Empirical Study of Teachers' Views’, International Journal of Science Education 11(2), 173–184.

    Google Scholar 

  • Koulaidis, V. & Ogborn, J.: 1995, ‘Science Teachers Philosophical Assumptions: How Well Do We Understand Them? International Journal of Science Education 17(3), 273–283.

    Google Scholar 

  • Lederman G.N. & O'Malley M.: 1990, ‘Students' Perception of Tentativeness in Science: Development, Use, and Sources of Change’, Science Education 74(2), 225–239.

    Google Scholar 

  • Lederman, G.N., McComas, F.W. & Matthews, M.R.: 1998, ‘The Nature of Science and Science Education — Editorial’, Science & Education 7(6), 507–509.

    Google Scholar 

  • Lindberg, D.C.: 1976, Theories of Vision from Al-Kindi to Kepler, The University of Chicago Press, Chicago.

    Google Scholar 

  • Lipson, H.: 1968, The Experiments in Physics, Oliver and Boyd, Edinburgh.

    Google Scholar 

  • Lochhead, J. & Dufresne, R.: 1989; ‘Helping Students Understand Difficult Science Concepts Through the Use of Dialogues with History’, in D.E. Herget (ed.), The History and Philosophy of Science in Science Education, Tallahassee, Florida, pp. 221–229.

    Google Scholar 

  • Loving, C.: 1991, ‘The Scientific Theory Profile: A Philosophy of Science Model for Science Teachers’, International Journal of Science Education 28(9), 823–838.

    Google Scholar 

  • Mach, E.: 1913/1926, The Principles of Physical Optics. An Historical and Philosophical Treatment, Dover, New York.

    Google Scholar 

  • Matthews, M.R.: 1994, Science Teaching: The Role of History and Philosophy of Science, Routledge, New York.

    Google Scholar 

  • Matthews, M.R.: 1997, ‘The Nature of Science and Science Education — Editorial’, Science & Education 6(4) 323–329.

    Google Scholar 

  • McComas, F.W., Clough, M. & Almazroa, H.: 1998, ‘The Role and Character of the Nature of Science in Science Education’, Science & Education 7(6), 511–532.

    Google Scholar 

  • Meichtry, Y.: 1993, ‘The Impact of Science Curricula on Student Views About the Nature of Science’, Journal of Research in Science Teaching 30(5), 429–443.

    Google Scholar 

  • Mellado, V.: 1997, ‘Preservice Teachers' Classroom Practices and Their Conceptions of the Nature of Science’, Science & Education 6(4), 331–354.

    Google Scholar 

  • Milgrom, I.: 1989, ‘Designing Outlines of a Program for the Teaching of Social Aspects of Science and Technology’, Ph.D. Thesis, The Hebrew University of Jerusalem (unpublished).

  • Monk, M. & Osborne, J.: 1997, ‘Placing the History and Philosophy of Science on the Curriculum: A Model of Development of Pedagogy’, Science Education 81, 405–424.

    Google Scholar 

  • NAS (National Academy of Science): 1996, National Science Education Standards, NAS, Washington, DC.

    Google Scholar 

  • Newton, I.: 1704/1952, Opticks, Dover, New York.

    Google Scholar 

  • Niedderer, H.: 1992, ‘Science Philosophy, Science History and the Teaching of Physics’, in S. Hills (ed.), History and Philosophy of Science in Science Education, Vol. II, Ontario Queen's University, Kingston, pp. 201–214.

    Google Scholar 

  • Nuffield Advanced Science: 1988, Teacher Guide 1, Longman, Harlow, Essex.

    Google Scholar 

  • Priestley, J.: 1772, The History and Present State of Discoveries Relating to Vision, Light, and Colors, London.

  • Ronchi, V.: 1970, The Nature of Light, Harvard University Press, Cambridge.

    Google Scholar 

  • Rowell, J. & Cawthron E.R.: 1982, ‘Images of Science: An empirical Study’, European Journal of Science Education 4(1), 79-94.

    Google Scholar 

  • Schwab, J.: 1963, Biology Teacher's Handbook, Wiley, New York

    Google Scholar 

  • Schwab, J.: 1964, ‘The Teaching of Science as Enquiry’, in Teaching of Science, Harvard University Press, Cambridge, MA.

    Google Scholar 

  • Solomon, J., Duveen, J. & Scot, L.: 1992, ‘Teaching About the Nature of Science through History: Action Research in the Classroom’, International Journal of Science Education 29(4), 409–421.

    Google Scholar 

  • Tamir, P.: 1994, ‘Israeli Students' Conceptions of Science and Views About the Scientific Enterprise’, Research in Science and Technological Education 12(2), 99–116.

    Google Scholar 

  • Thomsen, P.: 1998, ‘The Historical Philosophical dimension in Physics Teaching: Danish Experience’, Science & Education 7, 493–503.

    Google Scholar 

  • Tobin, K. & McRobbie, C.: 1997, ‘Believes About the Nature of Science and the Enacted Curriculum’, Science & Education 6(4), 355–371.

    Google Scholar 

  • Wandersee, J.H., Mintzes, J.J. & Novak, J.D.: 1994, ‘Research in Alternative Conceptions in Science’, in D.L. Gabel (ed.), Handbook of Research on Science Teaching and Learning, MacMillan, New York.

    Google Scholar 

  • Yoshida, A.: 1989, ‘Results and Implications of Children's Views of Science Across the Six Countries’, Paper Presented at the AnnualMeeting of the National Association for Research in Science Teaching, San Diego, CA.

Download references

Author information

Authors and Affiliations

  1. The Science Teaching Center, Hebrew University of Jerusalem, Givat Ram, Levin Building, Jerusalem, 91904, Israel

    Igal Galili & Amnon Hazan

Authors
  1. Igal Galili
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Amnon Hazan
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Galili, I., Hazan, A. The Effect of a History-Based Course in Optics on Students' Views about Science. Science & Education 10, 7–32 (2001). https://doi.org/10.1023/A:1008799919970

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1008799919970

Keywords

Search

Navigation