Dějiny přírodních věd: Jejich místo ve škole a v učebnicích biologie.

Jana Hájková

doi:10.14712/18047106.758

Vol. 8 No. 2 (2017): sciED Research Reports

History of Science: Its Role at School and its Place in Biology Textbooks

Jana Hájková,

DOI: https://doi.org/10.14712/18047106.758

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Hájková, J. (2017). History of Science: Its Role at School and its Place in Biology Textbooks. Scientia in Educatione, 8(2). https://doi.org/10.14712/18047106.758

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Abstract

The article is based on an old idea that teaching history of science could improve pupils’ scientific literacy. Since science teachers are usually not familiar with the history of science, they rely on textbooks. This research focused on historical content in Czech textbooks and made use of an instrument tested already on Portuguese physics textbooks. The research project analyzed biology textbooks for secondary school produced by three different publishers (Scientia, Fortuna, Olomouc). The results indicated substantial differences between the textbooks as far as history was concerned. Most of the textbooks under scrutiny mentioned the history of biology only briefly and they usually tended to the so-called Whig view of history.

References

Abd-El-Khalick, F. & Lederman, N. G. (2000). The infuence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37 (10), 1057–1095. Search in Google Scholar
Brush, S. (2000). Thomas Kuhn as a historian of science. Science & Education, 9 (1), 39–58. Search in Google Scholar
Gallagher, J. J. (1991). Perspective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75 (l), 121–134. Search in Google Scholar
Hodson, D. (1986). Philosophy of science and science education. Journal of Philosophy of Education, 20 (2), 215–225. Search in Google Scholar
Holton, G. (2003). What historians of science and science educators can do for one another. Science & Education, 12 (7), 603–616. Search in Google Scholar
Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84 (1), 5–26. Search in Google Scholar
Justi, R. & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of the atom. International Journal of Science Education, 22 (9), 993–1009. Search in Google Scholar
Klopfer, L. E. (1969). The teaching of science and the history of science. Journal of Research in Science Teaching, 6 (1), 87–95. Search in Google Scholar
Klopfer, L. & Cooley,W. (1961). Use of case histories in the development of student understanding of science and scientists. Cambridge, Massachusetts: Graduate School of Education, Harvard University. Search in Google Scholar
Kyle, W. C. (1970). Assessing students’ understanding of science. Journal of Research in Science Teaching, 34 (9), 851–852. Search in Google Scholar
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4), 331-359. Search in Google Scholar
Lederman, N. G. (1995). The influence of teachers’ conceptions of the nature of science on classroom practice. In F. Finley et al. (Eds.), Third international history, philosophy and science teaching conference (656–663). Minneapolis: University of Minnesota Press. Search in Google Scholar
Leite, L. (2002). History of science in science education: Development and validation of a checklist for analysing the historical content of science textbooks. Science & Education, 11 (4), 333–359. Search in Google Scholar
Lin, H. S., Hung, J. Y. & Hung, S. C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 24 (5), 453–464. Search in Google Scholar
Matthews, M. R. (Ed.) (1994). Science teaching: The role of history and philosophy of science. New York: Routledge. Search in Google Scholar
Monk, M. & Osborne, J. (1997). Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy. Science Education, 81 (4), 405–424. Search in Google Scholar
Pella, M. O., et al. (1966), Scientific literacy: Its referents. The Science Teacher, 33 (5), 44. Search in Google Scholar
Rutherford, F. J. (2001). Fostering the history of science in American science education. Science & Education, 10 (6), 569–580. Search in Google Scholar
Rutherford, F. & Ahlgren, A. (1990). Science for all Americans. Oxford, New York: Oxford University Press. Search in Google Scholar
Slezak, P. (1994). Does science teaching need history and philosophy of science? In M. R. Matthews (Ed.), Science teaching: The role of history and philosophy of science (21–38). New York: Routledge. Search in Google Scholar
Snow, C. P. (1959). Two cultures and the scientific revolution. New York: Cambridge University Press. Search in Google Scholar
Solomon, J., et al. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29 (4), 409–421. Search in Google Scholar
Wandersee, J. H. (1986). Can the history of science help science educators anticipate students´ misconceptions? Journal of Research in Science Teaching, 23 (7), 581–597. Search in Google Scholar
Wandersee, J. H. (1985). The history phone. Science and Children, 23 (1), 15–17. Search in Google Scholar
Wang, H. A. & Cox-Peterson, A. M. (2002). A comparison of elementary, secondary and student teachers’ perceptions and practices related to history of science instruction. Science & Education, 11 (1), 69–81. Search in Google Scholar
Wang, H. A. & Marsh, D. D. (2002). Science instruction with a humanistic twist: Teachers’ perception and practice in using the history of science in their classrooms. Science & Education, 11 (2), 169–189. Search in Google Scholar

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[1] Abd-El-Khalick, F. & Lederman, N. G. (2000). The infuence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37 (10), 1057–1095. Search in Google Scholar

[2] Brush, S. (2000). Thomas Kuhn as a historian of science. Science & Education, 9 (1), 39–58. Search in Google Scholar

[3] Gallagher, J. J. (1991). Perspective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75 (l), 121–134. Search in Google Scholar

[4] Hodson, D. (1986). Philosophy of science and science education. Journal of Philosophy of Education, 20 (2), 215–225. Search in Google Scholar

[5] Holton, G. (2003). What historians of science and science educators can do for one another. Science & Education, 12 (7), 603–616. Search in Google Scholar

[6] Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84 (1), 5–26. Search in Google Scholar

[7] Justi, R. & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of the atom. International Journal of Science Education, 22 (9), 993–1009. Search in Google Scholar

[8] Klopfer, L. E. (1969). The teaching of science and the history of science. Journal of Research in Science Teaching, 6 (1), 87–95. Search in Google Scholar

[9] Klopfer, L. & Cooley,W. (1961). Use of case histories in the development of student understanding of science and scientists. Cambridge, Massachusetts: Graduate School of Education, Harvard University. Search in Google Scholar

[10] Kyle, W. C. (1970). Assessing students’ understanding of science. Journal of Research in Science Teaching, 34 (9), 851–852. Search in Google Scholar

[11] Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4), 331-359. Search in Google Scholar

[12] Lederman, N. G. (1995). The influence of teachers’ conceptions of the nature of science on classroom practice. In F. Finley et al. (Eds.), Third international history, philosophy and science teaching conference (656–663). Minneapolis: University of Minnesota Press. Search in Google Scholar

[13] Leite, L. (2002). History of science in science education: Development and validation of a checklist for analysing the historical content of science textbooks. Science & Education, 11 (4), 333–359. Search in Google Scholar

[14] Lin, H. S., Hung, J. Y. & Hung, S. C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 24 (5), 453–464. Search in Google Scholar

[15] Matthews, M. R. (Ed.) (1994). Science teaching: The role of history and philosophy of science. New York: Routledge. Search in Google Scholar

[16] Monk, M. & Osborne, J. (1997). Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy. Science Education, 81 (4), 405–424. Search in Google Scholar

[17] Pella, M. O., et al. (1966), Scientific literacy: Its referents. The Science Teacher, 33 (5), 44. Search in Google Scholar

[18] Rutherford, F. J. (2001). Fostering the history of science in American science education. Science & Education, 10 (6), 569–580. Search in Google Scholar

[19] Rutherford, F. & Ahlgren, A. (1990). Science for all Americans. Oxford, New York: Oxford University Press. Search in Google Scholar

[20] Slezak, P. (1994). Does science teaching need history and philosophy of science? In M. R. Matthews (Ed.), Science teaching: The role of history and philosophy of science (21–38). New York: Routledge. Search in Google Scholar

[21] Snow, C. P. (1959). Two cultures and the scientific revolution. New York: Cambridge University Press. Search in Google Scholar

[22] Solomon, J., et al. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29 (4), 409–421. Search in Google Scholar

[23] Wandersee, J. H. (1986). Can the history of science help science educators anticipate students´ misconceptions? Journal of Research in Science Teaching, 23 (7), 581–597. Search in Google Scholar

[24] Wandersee, J. H. (1985). The history phone. Science and Children, 23 (1), 15–17. Search in Google Scholar

[25] Wang, H. A. & Cox-Peterson, A. M. (2002). A comparison of elementary, secondary and student teachers’ perceptions and practices related to history of science instruction. Science & Education, 11 (1), 69–81. Search in Google Scholar

[26] Wang, H. A. & Marsh, D. D. (2002). Science instruction with a humanistic twist: Teachers’ perception and practice in using the history of science in their classrooms. Science & Education, 11 (2), 169–189. Search in Google Scholar

Scientia in educatione

History of Science: Its Role at School and its Place in Biology Textbooks

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