NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004158
Record Type: Journal
Publication Date: 2013-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0926-7220
Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries
Maurines, Laurence; Beaufils, Daniel
Science & Education, v22 n6 p1443-1465 Jun 2013
Physics and chemistry programs at the secondary school level in France recommend introducing components of the history of science (HS). Emphasis is placed on a "cultural" dimension, which is poorly defined but essentially refers to elements of epistemological nature. Moreover, the few examples of activities based on HS suggested by the programs and science textbooks are means to learn scientific content and convey a reductive and false image of the nature of science (NoS). Our main issue is to examine the possibility to communicate a more authentic image of NoS with HS. We begin by demonstrating how our historical and epistemological analysis led us to distinguish different learning goals about NoS. We then show how these goals can generate classroom activities involving collective inquiry based on the implementation of documents. These documents may or may not be paired with experiments. Finally, we discuss the tensions that our choices created with science curricula and among teachers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France