TEACHING STRATEGIES IN

HISTORY OF SCIENCE
Why is science often
criticized as dehumanizing
field of study?
Objectives of Science Education
 Humanizing science, thereby
increasing the student’s interest;
 Improving comprehension of
concepts by ensuring student’s
development;
 Developing understanding of
important events in the history of
science;
Objectives of Science Education
 Developing an appreciation of
science as being mutable or
changeable, and consequently
refining and transforming
scientific understanding;
 Forging harmony between the
development of individual
thinking and scientific ideas;
Objectives of Science Education
 Enriching the understanding of
the methods and nature of
science;
 Recognizing that no topic in the
history of science can be
understood in isolation.
How is history used as a tool
in Science Education?
History as a Tool

 Celebrating discoveries and great

scientists: exemplifying the value of
Science and portraying role models
 Teaching process of Science
 Teaching concepts
History as a Tool
 Teaching process skills
 Identifying potential misconceptions
and ways to address them
 Teaching about conceptual change
 Showing the “human" dimension to
Science
How can teachers enhance
the learning of science
through the use of historical
materials?
Suggested Strategies:

 Vignettes
 Dramatization
 Small group discussion
 Imaginative writing
 Art work
Helpful Guidelines:

 Historically accurate materials

 Fiction to enhance the elements
of human interest
 Materials that are short and
entertaining
Helpful Guidelines:

 Supplementary or motivational
activities
 Materials that stimulate and
inspire discussion
 Materials that emphasize a
scientific attitude
Task:
 Prepare a historical vignette
based on the life of a scientist
using the guidelines and model
proposed by Wandersee and
tryout the vignette in the class.
What is a vignette?
Vignette is a little story that tells an
interesting, attention-grabbing slice
of bigger stories. It is a fictional story
based on historical accounts of
science whose function is to make
science interesting, while providing
information to the students about the
history of scientific developments.
How is philosophy integrated
in Science lessons?
Metaphysics

Metaphysics is the branch of

philosophy that considers the
physical universe and the nature of
ultimate reality. It asks questions like,
What is real? What is the origin of the
world? What is beyond the stars?
Metaphysics
Your consideration of reality as an
external creation or an internal construct
can influence your metaphysical beliefs
and perspectives and your teaching.
Regardless of your definition of reality,
the exploration and categorization of the
physical universe form the foundation of
several school subjects.
Epistemology
Epistemology is the branch of
philosophy that considers how
people come to learn what they
know. Derived from the Greek word
episteme, meaning knowledge or
understanding, epistemology refers
to the nature and origin of knowledge
and truth.
Epistemology
Epistemology proposes that there are
four main bases of knowledge: divine
revelation, experience, logic and
reason, and intuition. These influence
how teaching, learning, and
understanding come about in the
classroom.
Axiology
Axiology is the branch of philosophy that
considers the study of principles and
values. These values are divided into two
main kinds: ethics and aesthetics. Ethics
is the questioning of morals and personal
values. Aesthetics is the examination of
what is beautiful, enjoyable, or tasteful. In
axiology education is more than just
about knowledge but also quality of life.
Logic
Logic is the branch of philosophy that
seeks to organize reasoning.
Students of logic learn how to think
in a structurally sound manner. Logic
has two types: deductive and
inductive reasoning.
Logic
Deductive reasoning involves
examining a general case, deducing a
general set of rules or principles, and
then applying these rules to specific
cases. Inductive reasoning involves
taking specific examples and
considering the general principles,
rules, or cases that caused them.
Task:
Make a short report on the following matters:

1. Cite reasons for need to include history

and philosophy of science in the teacher
education curriculum.
2. Cite and discuss factors that have
influenced curricular developments and
reforms in science and technology.
3. Discuss ethical issues on science-
technology-and society (STS) context in
teaching science.
Task:
Make a short report on the following matters:

4. Enumerate and discuss the emerging roles

of science and technology teachers.
5. Identify the economic, political and social
events which have influenced science and
technology.
6. Explain the role of science and technology
education (STE) in the pursuance and
realization of national development goals.