Science education researchers have long advocated the central role of the nature of science for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological issues associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. One particularly promising method for teaching NOS involves an explicit (...) and reflective approach using the history of science. The purpose of this study was to determine the influence of a historically based genetics unit on undergraduates’ understanding of NOS. The three-class unit developed for this study introduces students to Mendelian genetics using the story of Gregor Mendel’s work. NOS learning objectives were emphasized through discussion questions and investigations. The unit was administered to undergraduates in an introductory biology course for pre-service elementary teachers. The influence of the unit was determined by students’ responses to the SUSSI instrument, which was administered pre- and post-intervention. In addition, semi-structured interviews were conducted that focused on changes in students’ responses from pre- to post-test. Data collected indicated that students showed improved NOS understanding related to observations, inferences, and the influence of culture on science. (shrink)

Concepts related to the nature of science have been considered an important part of scientific literacy as reflected in its inclusion in curriculum documents. A significant amount of science education research has focused on improving learners’ understanding of NOS. One approach that has often been advocated is an explicit and reflective approach. Some researchers have used the history of science to provide learners with explicit and reflective experiences with NOS concepts. Previous research on using the history of science in science (...) instruction has approached HOS in many different ways and consequently has led to inconsistent findings regarding its utility for improving learning. One promising method for overcoming this inconsistency and teaching NOS with more traditional science content is using stories based in the history of science. A mixed method approach was used to determine whether and how the use of science stories influences undergraduates’ understanding of NOS. Particular attention was paid to the explanations that students used for their understandings. Intervention and control groups completed the Student Understanding of Science and Scientific Inquiry instrument. The intervention group was taught using two historical narratives while the control group was taught using minimal history. A subset of both groups was also interviewed regarding their SUSSI responses and their experiences in the course. Results indicated that the introduction of science stories helped participants gain a better understanding of the role of imagination and creativity in science. Participants mentioned science stories in their explanations for why they changed towards more informed views on SUSSI items related to imagination and creativity. The current study adds to a growing body of literature regarding the use of stories in the science classroom. (shrink)

This paper provides an argument in favor of a specific pedagogical method of using the history of science to help students develop more informed views about nature of science (NOS) issues. The paper describes a series of lesson plans devoted to encouraging students to engage, unbeknownst to them, in similar reasoning that led scientists to understand sickle-cell anemia from the perspective of multiple subdisciplines in biology. Students pursue their understanding of a ‘mystery disease’ by means of a series of open-ended (...) problems that invite them to discuss it from the perspective of anatomy, physiology, ecology, evolution, and molecular and cell biology. Throughout this unit, instructors incorporate techniques that invite students to explicitly and reflectively discuss various NOS issues with reference to this example and more generally. It is argued on the grounds of constructivist tenets that this pedagogy has substantial advantages over more implicit approaches. The findings of an empirical study using an open-ended survey and follow-up, semi-structured interviews to assess students’ pre- and post-instruction NOS conceptions support the efficacy of this approach. (shrink)

H. B. D. Kettlewell's (1955, 1956) classic field experiments on industrial melanism in polluted and unpolluted settings using the peppered moth, Biston betularia, are routinely cited as establishing that the melanic (dark) form of the moth rose in frequency downwind of industrial centers because of the cryptic advantage dark coloration provides against visual predators in soot-darkened environments. This paper critiques three common myths surrounding these investigations: (1) that Kettlewell used a model that identified crypsis as the only selective force responsible (...) for the spread of the melanic gene, (2) that Kettlewell's field experiments alone established that selection for crypsis was the most important factor in the spread of melanic forms, and (3) that Kettlewell's investigations in an unpolluted wood near Dorset constituted a control for his earlier Birmingham studies (contra Hagen 1993, 1996). This analysis further identifies two features that distinguish manipulative experiments in evolutionary biology from experiments in other contexts. First, experiments in evolutionary biology rest on a wealth of information provided by strictly observational ecological studies; in the absence of such information experiments in evolutionary biology make no sense. Second, there is a trade-off between how much control investigators have over the conditions being studied and how informative the results of the experiment will be with regard to natural populations. (shrink)

: Most work done in philosophy of experiment has focused on experiments taken from the domain of physics. The present essay tests whether Allan Franklin's (1984, 1986, 1989, 1990) philosophy of experiment developed in the context of high energy physics can be extended to include examples from evolutionary biology, such as H. B. D. Kettlewell's (1955, 1956, 1958) famous studies of industrial melanism in the peppered moth, Biston betularia. The analysis demonstrates that many of the techniques used by evolutionary biologists (...) exemplify the strategies Franklin lists, and identifies an additional strategy that can likewise be justified by appeal to Bayes's Theorem. (shrink)

: Bayesians and error statisticians have relied heavily upon examples from physics in developing their accounts of scientific inference. The present essay demonstrates it is possible to analyze H.B.D. Kettlewell's classic study of natural selection from Deborah Mayo's error statistical point of view (Mayo 1996). A comparison with a previous analysis of this episode from a Bayesian perspective (Rudge 1998) reveals that the error statistical account makes better sense of investigations such as Kettlewell's because it clarifies how core elements in (...) the design of experiments are used to minimize erroneous inferences rather than dwelling on whether the strategies used are reasonable. (shrink)

H.B.D. Kettlewell is best known for his pioneering work on the phenomenon of industrial melanism, which began shortly after his appointment in 1951 as a Nuffield Foundation research worker in E.B. Ford's newly formed sub-department of genetics at the University of Oxford. In the years since, a legend has formed around these investigations, one that portrays them as a success story of the 'Oxford School of Ecological Genetics', emphasizes Ford's intellectual contribution, and minimizes reference to assistance provided by others. The (...) following essay reviews the important influence Ford, E.A. Cockayne, and P.M. Sheppard played in Kettlewell's research, leading up to his most famous experiments in 1953. It documents several reasons for doubting that Ford was as intellectually involved in the design of these investigations as he has previously been portrayed. It clarifies Kettlewell's intellectual contribution to the investigations for which he is famous, as well as the pivotal roles Cockayne and Sheppard played in the design, execution and interpretation of these investigations. (shrink)

The phenomenon of industrial melanism became widely acknowledged as a well-documented example of natural selection largely as a result of H.B.D. Kettlewell’s pioneering research on the subject in the early 1950s. It was quickly picked up by American biology textbooks starting in the early 1960s and became ubiquitous throughout the 1970s, 1980s and 1990s. While recent research on the phenomenon broadly supports Kettlewell’s explanation of IM in the peppered moth, which in turn has strengthened this example of natural selection, textbook (...) IM entries have actually declined in recent years in favor of other examples. In a previous paper, we drew attention to the pivotal role visual aspects played in the introduction of IM into textbook accounts. The present article continues this investigation by analyzing textual passages on industrial melanism within a stratified random sample of textbooks from the 1960s to the 2000s. The fact that this example of natural selection was included by multiple publishers independently, in a short period of time, makes it uniquely qualified for a textbook study of this kind. The purpose of the present project was to determine whether these textbooks contain what has come to be known as the standard peppered moth story. Three complete series were also inspected for change across time. Our analysis focused on the amount of text devoted to industrial melanism; what specific science content elements were present; and what, if any, nature of science aspects were included. The study documents an increase in the amount of text devoted to industrial melanism over the decades. In spite of this increase, only modest changes in science content and NOS aspects were found. (shrink)

Theodosius Dobzhansky has long been recognized by historians as a pioneer in the combining of the 'field natural history' and 'laboratory experimentalist' traditions in biology (Allen 1994). The following essay analyzes two papers in his wellknown Genetics of Natural Populations series, GNP IX and GNP XII, which demonstrate how Dobzhansky combined field and laboratory work in the pursuit of an evolutionary question. The analysis reveals the multiple and complementary roles field observations and experiments played in his investigations. But it also (...) identifies several interpretive problems associated with the use of intervention that limited the effectiveness of his approach. The essay argues that these problems reflect a fundamental tension between the amount of control Dobzhansky had over the circumstances of his experiments and the applicability of his results to natural populations. It concludes that this trade-off represents an important distinction between experiments in biology and most other sciences. (shrink)

My dissertation philosophically analyzes experiments in evolutionary biology, an area of science where experimental approaches have tended to supplement, rather than supercede more traditional approaches, such as field observations. I conduct the analysis on the basis of three case studies of famous episodes in the history of selection experiments: H. B. D. Kettlewell's investigations of industrial melanism in the Peppered Moth, Biston betularia; two of Th. Dobzhansky's studies of adaptive radiation in the fruit fly, Drosophila pseudoobscura; and M. Wade's studies (...) of group selection in the flour beetle, Tribolium castaneum. The case studies analyze the arguments and evidence these investigators used to identify the respective roles of experiments and other forms of inquiry in their investigations. I discuss three philosophical issues. ;First, the analysis considers whether these selection experiments fit models of experimentation developed in the context of micro-and high energy physics by Allan Franklin and Peter Galison . My analysis documents that the methods used in the case studies can be accommodated on both Franklin and Galison's views. I conclude the case studies do not support claims regarding the relative autonomy of biology. ;Second, the analysis documents a number of important roles for life history data acquired by strictly observational means in the process of experimentation, from identification of research problems and development of experimental designs to interpretation of results. Divorced from this context experiments in biology make no sense. Thus, in principle, experimental approaches cannot replace more traditional methods. ;Third, the analysis examines a superficial tension between the use of experiments, which I characterize by the presence of artificial intervention, and the stated goal of most investigations in evolutionary biology, that of understanding how systems behave in the absence of intervention. Experiments involve trade-offs between the control one has over the circumstances of the study and how informative the study is with regard to questions of interest to biologists regarding specific, actual systems in nature. Experimental simulations of natural phenomena in other historical sciences involve similar trade-offs, but there are reasons for believing this tension is more prominent in biology. (shrink)