Integrating the history and nature of science and technology in science and social studies curriculum

Bybee, Rodger W.; Powell, Janet Carlson; Ellis, James D.; Giese, James R.; Parisi, Lynn; Singleton, Laurel R.

doi:10.1002/sce.3730750113

Cited by 68 publications

(30 citation statements)

References 32 publications

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“…While teaching science content, seamlessly addressing the human side of science, epistemological and ontological assumptions underlying knowledge, difficulties in making sense of data, and justification for conclusions are crucial for explicitly and contextually addressing the NOS. A long advocated strategy to accomplish this has been integrating the history of science alongside the teaching of content (Conant 1957;Klopfer & Cooley 1963;Klopfer 1969;Russell 1981;AAAS 1990;Bybee et al 1991;Matthews 1994b;Eichman 1996;Hagen et al 1996;Monk & Osborne 1997;Stinner et al 2003). Advocated approaches range from extensive and elaborate historical case studies (Conant 1957;Klopfer 1964;Matthews 1994a), significant historical components (Rutherford et al 1970;Cassidy et al 2002;Lin & Chen 2002), addressing misleading textbook accounts of science content (Rudge 2000), historical short stories (Solomon et al 1992;Hagen et al 1996;Clough 1997;Leach et al 2003;Tao 2003), to 5-10 minutes oral historical vignettes reflecting the lives of famous scientists (Wandersee 1992).…”

Section: Examples Of Highly Contextualized Nos Instructionmentioning

confidence: 99%

Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

2006

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Much has been written about how effective nature of science instruction must have a significant explicit and reflective character. However, while explicitly drawing students' attention to NOS issues is crucial, learning and teaching the NOS are essentially matters of conceptual change. In this article, how people learn and learners' responses to the demands of conceptual change are used to explain how students may exit from instruction with fundamental NOS misconceptions left intact or only slightly altered, despite being explicitly and reflectively attended to more accurate ideas. The purpose of this concept paper is to set within a theoretical framework of learning, and bring some coherence to, what has rapidly become a large body of empirical research regarding effective NOS instruction. Toward these two ends, this article: (1) illustrates how a conceptual change framework can be used to account for learners' responses to NOS instruction and what teachers might do to promote understanding NOS and transferring it to new contexts; (2) characterizes popularly advocated NOS instructional approaches along a continuum marked by increasing connection to the workings of science, and decreased ability to dismiss NOS lessons as extraneous to authentic science; and (3) proposes that NOS instruction would likely be more effective if teachers deliberately scaffolded classroom experiences and students' developing NOS understanding back and forth along the continuum.

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Section: Examples Of Highly Contextualized Nos Instructionmentioning

confidence: 99%

Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

2006

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“…There is clearly scope, therefore, for research into the effectiveness of historical themes, in bringing about this "cohesive view." According to Bybee et al (1991), ". .…”

Section: Contribution To Scientific Literacymentioning

confidence: 98%

Historical case studies: Teaching the nature of science in context

Irwin¹

2000

Sci. Ed.

198

106

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“…Students are about to think in order to find the knowledge by themselves. At the beginning, learning cycle was divided into 5 phases [2] . Eisenkraft [3] added 2 more phases-Elicitation phase and extension phase.…”

Section: Introductionmentioning

confidence: 99%

Effects of 7-E, KWL and Conventional Instruction on Analytical Thinking,Learning Achievement and Attitudes toward Chemistry Learning

Siribunnam¹,

Tayraukham²

2009

J. of Social Sciences

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Problem statement: The purposes of this research were to compare in analytical thinking, science learning achievement and attitudes toward chemistry learning of Matthayomsuksa 5 students who learned using the 7-E learning cycle, KWL learning method and conventional approach. Approach: The sample consisted of 154 Matthayomsuksa 5 students attending in the first semester of the academic year 2008, Phayakkhaphumwitthayakhan School, Phayakkhaphumphisai District, Mahasarakham Province, cluster random sampling technique was employed. The were divided into two experimental groups who learned using the 7-E learning cycle and KWL learning activities and one control group who learned using the conventional approach. Results: The research instruments were: (1) 12 lesson plans for organization of 7-E learning cycle, 12 lesson plans for organization of KWL learning method and 12 lesson plans for organization of the conventional approach; (2) A 30-item analytical thinking test; (3) A 40-item achievement test of science learning achievement and (4) A 20-item of attitudes toward chemistry learning. The statistics used for analyzing the collected data were mean, standard deviation, F-test (one-way MANOVA), Hotelling's T 2 and Univariate t-test. The results of the study revealed that the students who learned using the 7-E learning cycle, KWL learning method and the conventional approach were differently showed analytical thinking, science learning achievement and attitudes toward chemistry learning at the 0.05 level of significance. The students who learned using the 7-E learning cycle showed more science learning achievement than did the students who learned using KWL learning method. Also the result and indicated than analytical thinking, science learning achievement and attitudes toward chemistry learning higher than did the students who learned using the conventional approach. In addition, the students who learned using KWL learning method showed higher analytical thinking than did the students who learned using the conventional approach at the 0.05 level of significance. Conclusion: In conclusion, students who learned using the 7-E learning cycle showed analytical thinking, science learning achievement and attitudes toward chemistry learning higher than did the students who learned by KWL learning and the conventional approach. Therefore, teachers should be supported to implement the 7-E learning cycle in science teaching in the future.

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Integrating the history and nature of science and technology in science and social studies curriculum

Cited by 68 publications

References 32 publications

Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

Historical case studies: Teaching the nature of science in context

Effects of 7-E, KWL and Conventional Instruction on Analytical Thinking,Learning Achievement and Attitudes toward Chemistry Learning

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