This multiple-case study examined the rationales and instructional strategies for teaching history of science of 16 instructors of a history of science course for undergraduate preservice teachers in the USA. Based on instructor syllabi, instructional materials, and instructor interviews, we conducted single-case and cross-case analyses to identify why they teach HOS, how they teach HOS, and what possible relationships might underlie instructor rationales and their instructional strategy choices for teaching HOS. We found 10 rationales in three overarching categories and 9 (...) active-learning instructional strategies. Moreover, we found that instructors with skills rationales implemented active-learning instructional strategies, whereas instructors who only cited knowledge rationales relied only on lectures and reading discussions. We discuss implications and recommendations for the design of HOS courses. (shrink)

Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called “the consensus view” about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This (...) is an attractive view, but it has some shortcomings and weaknesses. In this article we present and defend an alternative approach based on the notion of family resemblance. We argue that the family resemblance approach is superior to the consensus view in several ways, which we discuss in some detail. (shrink)

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 (...) teachers describe and evaluate the challenges of planning and conducting HPS-based physics lessons using collaboratively developed HPS teaching materials. The teachers highlight a number of obstacles to the implementation of HPS specific to this approach: finding and adapting HPS teaching material, knowing and using instructional design principles for HPS lessons, presenting history in a motivating way, dealing with students’ problematic ideas about the history of science, conducting open-ended historical classroom investigations in the light of known historical outcomes, using historical investigations to teach modern science concepts, designing assessments to target HPS-specific learning outcomes, and justifying the HPS-approach against curriculum and colleagues. Teachers' perceived demands point out critical aspects of pedagogical content knowledge necessary for confident, comfortable and effective teaching of HPS-based science. They also indicate how HPS teacher education and the design of curricular materials can be improved to make implementing HPS into everyday teaching less demanding. (shrink)

This article uses the methods of citation and network analysis to map the global structure of the intellectual field and its development over time. Through the case study of Mersenne's, Oldenburg's and Darwin's correspondences, we show how looking at letters as a corpus of data can provide a global representation of the evolving conversation going on in the Republic of Letters and in intellectual and scientific fields. Aggregating general correspondences in electronic format offers a global portrait of the evolving composition (...) of the intellectual and scientific scene, its changing foci of interests and the fortune of the intellectual discussions as expressed in cited persons in the letters. Such tools help replace a purely metaphoric use of the term “network” by a visible map of the intellectual relations between people on which well defined calculations of the centrality of the positions of different actors can be made as well as their evolution over time. These techniques provide welcome additions to the tool kit of scholars in an age where the computer and the web offer new ways of mapping and mining the rich store of information contained in intellectual correspondences. ☆ I would like to thank Alain Couillard for the production of the figures and Vincent Larivière and the anonymous referees of the journal for useful comments and suggestions on an earlier version of this paper. Thanks also to the many comments received over the last 10 years as I presented preliminary results of this research at the REHSEIS research center of Université of Paris VII in 1999, the Dibner Institute for the History of Science and Technology at MIT in 2000, at Pietro Corsi's seminar at Oxford University in 2007 and at the History Department of Ottawa University in 2010. (shrink)

This study considers the short list of Nature of Science features frequently published and widely known in the science education discourse. It is argued that these features were oversimplified and a refinement of the claims may enrich or sometimes reverse them. The analysis shows the need to address the range of variation in each particular aspect of NOS and to illustrate these variations with actual events from the history of science in order to adequately present the subject. Another implication of (...) the proposal is the highlighting of the central role of science educators who, facing various strong claims of researchers in education and philosophy of science, often have difficulty in making a choice of what to teach about NOS. It is suggested that a representative variation with regard to the traditional NOS claims may be appropriate for a genuine understanding of the subject. In that, using the discipline-culture structure of the fundamental theories of physics and addressing the plurality of scientific methods may be helpful in the actual teaching and learning of NOS. (shrink)

The emergence of the Family Resemblance Approach to nature of science has prompted a fresh wave of scholarship embracing this new approach in science education. The FRA provides an ambitious and practical vision for what NOS-enriched science content should aim for and promotes evidence-based practices in science education to support the enactment of such vision. The present article provides an overview of research and development efforts utilizing the FRA and reviews recent empirical studies including those conducted in preservice science teacher (...) education as well as studies utilizing FRA to analyze NOS representations in curriculum documents and textbooks. The article concludes with implications and recommendations for future research and practice. (shrink)

The ArgumentThe Republic of Letters of the late seventeenth and eighteenth centuries teaches us two lessons about style in science. First, the bearer of style—individual, nation, institution, religious group, region, class—depends crucially on historical context. When the organization and values of intellectual life are self-consciously cosmopolitan, and when allegiances to other entities are culturally more compelling than those to the nation-state, distinctivelynationalstyles are far to seek. This was largely the case for the Republic of Letters, that immaterial but nonetheless real (...) realm among the sovereign states of the Enlightenment. Second, that form of objectivity which made science seem so curiously detached from scientists, and therefore so apparently unmarked by style at any level, also has a history. The unremitting emphasis on impartial criticism and evaluation within the Republic of Letters encouraged its citizens to distance themselves first from friends and family, then from compatriots and contemporaries, and finally, in the early nineteenth century, from themselves as well. Although this psychological process of estrangement and ultimately of self-estrangement may seldom have been completely realized, the striving was genuine and constitutes part of the moral history of objectivity. (shrink)

Two fundamental questions about science are relevant for science educators: What is the nature of science? and what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach, originally developed by (...) Irzik and Nola in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere. The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings. (shrink)

When it was published in 1543, Copernicus's new astronomy had an enormous impact on intellectual life in early modern Europe, but the reception of his new ideas differed fundamentally from one country to another. Rienk Vermij discusses how—unlike in Roman Catholic lands—discussion in the heavily Calvinist Dutch Republic was initially dominated by humanist scholars who judged Copernicus's work on its mathematical merits. Yet even in this environment, it could not escape eventual philosophical, religious, and political controversies. This book shows how (...) Copernicus's astronomy changed from an alternative cosmology into an established worldview in the Dutch Republic. (shrink)

Latour is a world famous and widely published French sociologist who has written with great eloquence and perception about the relationship between people, science, and technology. He is also closely associated with the school of thought known as Actor Network Theory. In this book he sets out for the first time in one place his own ideas about Actor Network Theory and its relevance to management and organization theory.

In this book Bruno Latour brings together these different approaches to provide a lively and challenging analysis of science, demonstrating how social context..