Science & Education 24 (4):387-408 (2015)

Authors
Yann Benétreau-Dupin
San Francisco State University
Abstract
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 teachers of including the conceptual history of physics in the professional development courses. The teachers report greater confidence in their knowledge of the history of physics, that they reflect on this history for their teaching, and that they use of the history of physics for their classroom instruction. In this paper, we provide examples of our activities, the rationale for their design, and discuss the outcomes for the teachers of the instruction.
Keywords Science Education  History and Philosophy of Science  Interdisciplinary Studies
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Reprint years 2015
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DOI 10.1007/s11191-014-9731-9
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References found in this work BETA

How Do Scientists Think? Capturing the Dynamics of Conceptual Change in Science.Nancy Nersessian - 1992 - In R. Giere & H. Feigl (eds.), Cognitive Models of Science. University of Minnesota Press. pp. 3--45.
Mediated Modeling in Science Education.Ibrahim A. Halloun - 2007 - Science & Education 16 (7-8):653-697.

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Citations of this work BETA

Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.

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The Educational Theorists, the Teachers, and Their History of Education.Rita Casale - 2004 - Studies in Philosophy and Education 23 (5-6):393-408.

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