The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education

Allchin, Douglas

doi:10.1007/s11191-011-9368-x

Cited by 62 publications

(43 citation statements)

References 41 publications

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“…Since Bthe story implicitly is the message^ (Allchin 2010(Allchin , p. 1922, what is included in the historical narrative and how it is told to students during these science lessons can be closely connected to images and ideas they will form about the scientific community, as already showed by similar research about teaching about NOS implicitly or explicitly (McComas 2008;Fouad et al 2015).…”

Section: )mentioning

confidence: 85%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: BIn which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?^Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

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Section: )mentioning

confidence: 85%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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“…However, the necessity of an update of these case studies and the construction of novel ones has been described (Allchin, 2011). This paper presents a structured inquiry learning strategy that was designed to promote critical thinking, scientific argumentation, problem-solving and communication, in middle and high school classrooms.…”

Section: Discussion and Future Perspectivesmentioning

confidence: 99%

Inquiry learning for gender equity using History of Science in Life and Earth Sciences’ learning environments

Sousa

2016

Mult.J.Edu.Soc.Tec.Sci.

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“…Thus, if NOS is to become an important part of science teaching-at any stage-there is a need for instructional material. Much work has already been done in this area (e.g., Allchin 2012;Clough 2011;Henke and Höttecke 2015); however, these kinds of materials are not familiar to most teachers. Accordingly, teacher education needs to support teachers with examples of contexts and cases suitable for NOS teaching.…”

Section: Teachers' Rationalesmentioning

confidence: 99%

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Leden

Hansson

2017

Res Sci Educ

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The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers' perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers' suggestions and rationales. In order to obtain teachers' informed perspectives, we chose to involve six teachers (teaching grades 1-9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers' suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers' rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.

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The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education

Abstract: The new Minnesota Case Study Collection is profiled, along with other examples. They complement the work of the HIPST Project in illustrating the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection, and (2)

Cited by 62 publications

References 41 publications

Different People in Different Places

Different People in Different Places

Inquiry learning for gender equity using History of Science in Life and Earth Sciences’ learning environments

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

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