NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ939850
Record Type: Journal
Publication Date: 2011-Oct
Pages: 18
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0926-7220
Teaching the Nature of Science through the Millikan-Ehrenhaft Dispute
Paraskevopoulou, Eleni; Koliopoulos, Dimitris
Science & Education, v20 n10 p943-960 Oct 2011
This article presents the results of a research project that investigated the extent to which the use of the historical episode of the Millikan-Ehrenhaft dispute over the existence of the elementary electric charge can improve students' conceptions of specific aspects of the Nature of Science (NOS). A teaching programme containing seven hourly teaching units was designed and implemented. The teaching intervention was designed on the basis of an explicit form of teaching that was integrated into the scientific content and through the use of short stories. Students' conceptions of specific aspects of NOS were documented in a questionnaire distributed before and after the class. The results showed that there was a significant statistical improvement in students' conceptions of the aspects of NOS that had been selected for teaching.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A