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An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

This project report describes the process of a team of undergraduate researchers (Chemistry and Nursing majors), who analyzed 20th-century medical kits housed at The Columbus Museum (Columbus, GA, USA). Curators and museum personnel were unfamiliar with the contents and needed assistance in identifying the various chemical contents. Items were identified by the Taylor Lab, which was followed by fully elucidating the chemical information in a chemical report and student-curated exhibit. The intent of this project was to help the museum be aware of how to properly curate and store the medical collections for an extended period. Laboratory analyses were executed to determine the composition of the aged items in the collections. The historical context of these kits and their contents provided knowledge of medicine to the community of Columbus, Georgia, in addition to explaining the use of medically related items in the 20th century.

Written as a letter to Galileo, an education graduate student narrates from course experiences that deepened her understandings of Galileo and natural and intellectual properties underlying his works. Having taken the Galileo-themed course with Elizabeth Cavicchi at MIT's Edgerton Center in three prior terms, on taking it a fourth time, this student, the paper's author, developed and documented perceptive observations of learning. Geometry instruction, as these classmates experienced in school, had equipped them with superficial, rigid access to similar triangles and ratio relations--the mathematical tools of Galileo. While applying these tools in class activities, the classmates faced confusion, dilemmas, and discrepancies. By giving themselves the space to work through these "troubles", classmates initiated their own "learning opportunities". New resilient, flexible understandings arose. Students were no longer confined by prior formulaic rules. The student author discerned a new Euclidean relationship of proportionalities among triangles constructed between parallel lines. These developments are articulated as the experiences arose, providing an analysis and immediacy that is rarely observed or documented frankly by educators and learners. A practitioner of the pedagogy critical exploration in the classroom based on researches of Eleanor Duckworth, Jean Piaget and Bärbel Inhelder, the teacher supported classmates in delving into their questions, which were not expected in advance. Class activities included: observing objects in perspective; collectively working through Euclid's definition of same ratio (in Elements Book 5) on their own terms; investigating errors arising in using a laser-cut prototype instrument based on Galileo's geometrical compass; and exploring a fulcrum balance. Learners' own curiosity opened up areas that they otherwise ignored. How is it ever possible to teach the spirit and method of scientific inquiry? How is it ever possible for anybody to learn it? What it takes for scientific inquiry to take root, develop, and grow? The details of a student/author finding her own ways into deep questions, and making sense of them, reveal the strengths of learning this way. In the background, we see the ways of the teacher. Both enhance our understanding of how Galileo understood learning.

Background: Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students. Objectives: This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history. Methods: The research was conducted using a design-based research method consisting of four stages: Analysis, design, development-implementation-evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis. Results and Conclusions: As a result of the research, a MAR application named TISAR-3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience. Implications: The widespread use of the TISAR-3D application in science history education is recommended, as well as the development of similar MAR applications for other topics.

The past decade has been marked by a series of global crises, presenting an opportunity to reevaluate the relationship between science and politics. The biological sciences are instrumental in understanding natural phenomena and informing policy decisions. However, scholars argue that current scientific expertise often fails to account for entire populations and long-term impacts, hindering efforts to address issues such as biodiversity loss, global warming, and pandemics. This article explores the structural challenges of integrating an evolutionary perspective, historically opposed to functional determinants of health and disease, into current biological science practices. Using data on Swiss biology professors from 1957, 1980, and 2000, we examine the structural power dynamics that have led to the division between these competing epistemologies, and how this division has influenced resource allocation and career trajectories. Our analysis suggests that this cleavage presents a significant obstacle to achieving fruitful reconciliations, and that increased academicization and internationalization may benefit functional biologists at the expense of evolutionary biologists. While evolutionary biologists have gained symbolic recognition in recent years, this has not translated into valuable expertise in the political domain.

Museums and science centers are constantly changing scientific environments which exert a lasting positive impact on the society through the popularization of science. One of the most effective strategies employed by these science popularization venues is the organization of scientific exhibitions using scientific devices which are presented to visitors in an interactive way. In the present study, a questionnaire was developed based on the concept of epistemological profile derived from Gaston Bachelard's philosophical thoughts, where thorough analyses were carried out with a view to exploring the characteristics of the historical philosophical zones of scientific concepts. The questionnaire was used to analyze the manner in which visitors interacted with museum installations and exhibitions. The proposed instrument was validated using qualitative and quantitative analytical tools. The analysis of the psychometric properties of the questionnaire showed that the proposed instrument is a reliable and valid tool suitable for the purposes intended. The application of the questionnaire using an electromagnetic apparatus and future implications of the analytical instrument were also discussed in this work.

Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his "Structure of Scientific Revolutions" (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.

Researchers of science education, historians, and philosophers of science agree that the teaching of nature of science (NOS) is important to be integrated into K-12 classes. Our previous research showed that NOS is not embedded into science teaching in Greece. To study the possibility of its integration, a PD-program for in-service science teachers was organized. All three teaching approaches we found in the literature for NOS instruction (history of science, scientific inquiry, socio-scientific issues) were used. It was decided to start with the History of Science approach so that teachers could realize that NOS is inherent to scientific knowledge. The selected historical unit was on the concept of atmospheric pressure and its development from 1638 to 1669 (Galileo's-Boyle's book publication). The concept and the period were selected because all NOS aspects, chosen as important from the consensus view adopted, are pointed out. Trainee teachers were asked to note down all NOS aspects they recognized during the narrative. By its end, an extensive discussion in the plenary took place on NOS aspects, which were finally written on a whiteboard. Teachers expressed their satisfaction with the process and mentioned that it worked metacognitively for them, since they learned a chapter of history that is not widely known, and they were impressed by the scientists' interaction at this time. Following up in the PD-program, teachers used part of this content either in a lesson plan they were assigned to organize or in classroom observations of their instruction in the next school year, to integrate NOS aspects into teaching.

Most educational literature on conceptual change concerns the process by which introductory students acquire scientific knowledge. However, with modern developments in science and technology, the social significance of learning successive theories is steadily increasing, thus opening new areas of interest to discipline-based education research, e.g., quantum logic, quantum information, and communication. Here, we present an initial proposal for modeling the transition from the understanding of a theory to the understanding of its successor and explore its generative potential by applying it to a concrete case--the classical-quantum transition in physics. In pursue of such task, we make coordinated use of contributions from research not only on conceptual change in education, but also on the history and philosophy of science, on the teaching and learning of quantum mechanics, and on mathematics education. By means of analytical instruments developed for characterizing conceptual trajectories at different representational levels, we review empirical literature in the search for the connections between theory change and cognitive demands. The analysis shows a rich landscape of changes and new challenges that are absent in the traditionally considered cases of conceptual change. In order to fully disclose the educational potential of the analysis, we visualize categorical changes by means of dynamic frames, identifying recognizable patterns that answer to students' need of comparability between the older and the new paradigm. Finally, we show how the frame representation can be used to suggest pattern-dependent strategies to promote the understanding of the new content, and may work as a guide to curricular design.

The present study aimed to reveal science education research (SER) general trends via VOSviewer version 1.6.17 software program. For this purpose, a bibliometric analysis of 13,242 articles in the Education and Educational Research (E&ER) category of Web of Science (WoS) was performed. It was found that there was a significant increase in article counts since 2007, and that the most articles were published in 2020. The first conclusion of the current research was that funding support is an important factor in SER article counts published in WoS. The bibliometric analysis results showed that the most frequently used keywords in SER articles were science education, STEM/STEM education, nature of science, assessment, professional development, science, scientific literacy, argumentation, gender, and conceptual change. Another conclusion of this study was that science education researchers' interest varied according to certain year intervals. The study revealed that the most preferred topics were nature of science and professional development during 2007-2021. Additionally, research interest in the topics of conceptual change, scientific literacy, chemistry education, and attitudes during 2007-2016 declined during 2017-2021. The top four research topics in recent years were STEM, argumentation, self-efficacy, and motivation. The countries where most publications came from were the USA, UK, Australia, Turkey, and Canada. The results of this study showed that science education researchers' interest varied according to countries. The results of the study revealed that STEM/STEM education is mostly referred to in articles from the USA, Australia, UK, Taiwan, and Canada. Additionally, while there was more interest in the nature of science in the USA, Turkey, UK, and Canada there was more interest in argumentation in the USA, Turkey, UK, and Taiwan. Additionally, this study revealed the most cited SER articles' distinctive features and strength collaborations between countries and between authors. The results provided a comprehensive review to understand the recent developments in the SER.

This lesson used the correspondence of Charles Darwin as an exploration of nature of science (NOS) in a historical context. Specifically, we used his original correspondence about his "provisional hypothesis" of pangenesis as a novel way to explore a scientist's social community. Darwin's community of friends and colleagues in the natural sciences at the time of his writing of his 1868 book Variations formed the basis of this lesson. One basic descriptor of NOS, science as a human endeavor, was used to drive explicit reflection. These letters were rich in detail regarding the idea of science as a community of practice. Our elementary education students' responses indicate the letters surprised them in how personal the correspondents were with one another and how reliant Darwin was on his friends and colleagues for input on his work. Darwin became human as students imagined Darwin's mental state and how he wrestled with his idea and made it public. Students learned that despite Darwin's fame, his idea of pangenesis lacked empirical evidence and thus received little support. They discovered an eminent scientist who was insecure and nervous and who worked hard to develop, study, and publicize his novel idea. This contrasts with popular views of major scientific figures as natural geniuses rather than their success resulting from labor and perseverance.

Purpose: The purpose of this paper is to study the popular educational broadcasting of Julius Sumner Miller and its intersections with contemporary science policy and education. Design/methodology/approach: The paper draws on archival research including resources so far unused by historians of science or of broadcasting and audio-visual resources of Sumner Miller's broadcasts on Australian, Canadian and American television. It begins by contextualising Sumner Miller as both an academic and broadcaster. The second section interprets the core points of his educational philosophy which he articulated in his written and broadcast works. The final section uses his private papers contextualised by works on the history and philosophy of science to interpret and delineate the disparity between Sumner Miller's influence as a populariser of science and the prevailing trends in scientific policy and teaching. Findings: This paper proposes that reconstructing the themes and recurring points he asserted in his broadcasts reveals disjunction between Sumner Miller's high-profile successes and the contemporary trends in both science policy and science education. This paper interprets the circumstance of an internationally known and influential science populariser who was coterminous with but against the grain of the notion of "big science". He therefore sought to popularise science precisely as it was developing in ways he disparaged. Research limitations/implications: This paper breaks new ground by interpreting the different sources, audio-visual and written, created by and about an influential television broadcaster. Originality/value: Although he was widely and internationally known, and the range of his influence on science communication is generally noted, Sumner Miller's broadcasting and the themes and educational philosophy espoused in it is little researched and contextualised. This paper sharpens understanding of his influence but also his points of intersection and disjunction with scientific culture. Hitherto unused archival resources contribute to this understanding.

The French natural philosopher Henri Victor Regnault (1810-1878) was one of many researchers who contributed to the development of the thermometer in the 19th century. In this paper, we use an example from Regnault's work to explore how the history of thermometry can provide a context for teaching upper-secondary chemistry students about the nature of science (NOS), particularly its aims and values. The study takes form as a hermeneutical spiral, wherein literature on the history and philosophy of science, NOS, the family resemblance approach (FRA), NOS teaching, characteristics of narratives, and the new performative paradigm feed into the spiral, along with input from an empirical study. A teaching unit (n = 21, duration = 90 min) was developed and tested on Norwegian students aged 17-18 years, and a thematic analysis of students' statements (n = 13) was carried out. The students identified "being first," "usefulness," "accuracy," and "minimalism" as values and aims that guided Regnault's work. We argue that the use of this particular historical episode framed within FRA (1) invited students to identify with the human actor--Regnault, (2) invited students into the historical context of the development of the thermometer, and (3) demonstrated complexity and provided context to support students' own construction of their understanding of NOS. To summarize, by deriving the term "research with" from the performative paradigm and using the context of the historical episode related to the thermometer within the FRA framework students were invited to research with Henri Regnault.

This article takes up the argument from an earlier article and seeks to detail the importance and role of the history and philosophy of science (HPS), conceived as a unitary interdisciplinary field, in science education. However, on this count, it not only seeks to ground the salience for science education at the school level but also its role in higher education. While elaborating upon its importance in school education, it charts out additional areas where the HPS could enrich the already existing objectives envisaged. Furthermore, the article highlights the importance of HPS both at the level of the pedagogy of undergraduate education as well as research mentorship at the graduate level. While, for analytic purposes, these two spheres are addressed separately, the article argues for the need to forge linkages between them.

This research aimed to lay bare pre-service teachers' experience of History and Philosophy of Science courses. Being a phenomenological design, this research has 19 pre-service teachers (age range 19-22 years; 10 male, 9 female) in its research group. Semi-structured interviews were used to collect data for the study. Seven open-ended questions prepared by the researchers regarding this research were directed at the pre-service teachers. This data was analysed by content analysis within the frame of descriptive phenomenology. At the end of this research, pre-service teacher experiences of History and Philosophy of Science were gathered under the following main themes: "In my opinion, the History and Philosophy of Science course…," "What kind of teaching I would do if it were me?" and "Have my Expectations Been Met?" It was determined that pre-service teachers support constructivist teaching, they use positive expressions concerning the course's educative and directive aspects, and they made some suggestions. One view that has come to the fore in the research was that a pre-service teacher should complete this course. It can be suggested that pre-service teachers should complete this course for their proficiency and personal growth.

Regular disciplinary instruction of introductory physics at high school often misses a holistic perspective of the subject matter, its structure, and hierarchy. We have considered the domain of classical mechanics as taught at school and provided such a perspective in the form of a summative lecture which frames content in the triadic structure (nucleus-body-periphery)--discipline-culture. To facilitate this approach, we have reviewed the history of mechanics, revealed its origin in the fusion of the theory of motion in natural philosophy with the theory of work devices--mechanics. We discussed a summary lecture after an introductory course in mechanics. We argued for this teaching which promotes cultural content knowledge of classical mechanics stimulates learning about essential aspects of nature of science and scientific knowledge. Furthermore, we report on the experimental lecture which presented mechanics structured as a discipline-culture. The nucleus of mechanics, Newton's laws of motion, contrasted by conceptual alternatives, emphasized mechanics as a fundamental theory of physics. The students and preservice teachers of our sample reacted positively to the new perspective, expressed engagement and interest. The assessment revealed the beneficial impact of the discipline-culture paradigm even if applied as a short conceptual summary. Beyond the new perspective and affective impact, the lecture served as a delay organizer of students' knowledge, upgrading it to the cultural content knowledge. Besides knowledge improvement, we were evident to students' curiosity, both ontological and epistemic.

This study aims to determine the knowledge levels in the Nature and History of Science course of the prospective teachers studying in the science education program and their views following the course. Six interview questions were asked to the pre-service teachers in the science education program about the Nature and History of Science course. Seventy-nine pre-service teachers studying at a state university's Faculty of Education Department of Science Education who took the Nature and History of Science course in the 2018-2019 academic year participated in this study voluntarily. Case study, one of the qualitative research designs, was used in this study. Case study is a research method that identifies an event or phenomenon within the framework of natural real life, and examines situations in a multifaceted, systematic and detailed manner (Yildirim & Simsek, 2013). The characteristics of qualitative research are based on the main emphasis, process, understanding and meaning. The researcher is the main determinant in data collection and analysis, the process is inductive, and the product should be detailed and extensive (Merriam, 2013). Data were collected through interview questions developed by the researchers on the Nature and History of Science course. According to data analysis and the views of the prospective teachers, the highest 3 frequencies for the first question are as follows: 'Scientific information does not change. Hypotheses are developed into theories and theories are developed into laws. There is only one scientific method that is universally accepted in science.' In the second question, the pre-service teachers named the first 5 scientists with whom they were most impressed were as Aziz Sancar, Albert Einstein, Tesla, Avicenna and Newton. As for the third question, the view mostly emphasized by the pre-service teachers on the inclusion of the Nature and History of Science course among the secondary school courses was that scientific information is not easy to reach and how to reach it should be taught. Another view was that the importance of science should be taught at an early age. The fourth question was asked to the participants to reveal the techniques/methods they will use to teach the nature of science when they actively start to work as teachers. The responses were inquiry-based teaching and constructivist learning approach along with teaching through demonstration and brainstorming. In the fifth question, while explaining the relationship between the history of science and nature of nature for science-literate individuals, pre-service teachers expressed an opinion that it is easier to understand the nature of science if it is based on the history of science, that the nature of science contains the history of science, and that the history of science and the nature of science nurture and support each other. The sixth question aimed to reveal additional views of the teacher candidates on the nature and history of science course. The responses were as follows: 'I consider it adequate', 'It may be more intriguing and interesting', and 'The importance of science should be taught at an early age.'

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

The world faces complex and entangled environmental, health and social problems that can only be effectively grappled with if the research sector harnesses the knowledges and understandings of diverse cultures. Research education is a key site where more democratic and equitable processes of knowledge creation can take place. Drawing on de Sousa Santos' argument for epistemic justice, this article discusses research education as embedded in global knowledge relations, through introducing the concept "histories of knowledges." This concept interrogates the multiple sets of epistemic relations regarding the history of knowledge, the history of science, knowledge movements, and knowledge hierarchies and conditions. Data were collected through surveys, interviews and workshop observations with research candidates and supervisors from Australia, Africa, Asia and Latin America. Findings show that participants demonstrated boundary-crossing awareness of potential knowledge inclusion and creation in non-linear, multilingual and transcultural ways and from perspectives of the Global South. Extending de Sousa Santos' concept of "ecologies of knowledges," we apply the conceptual dynamics of histories of knowledges to propose a micro-, meso- and macro-historical approach to research education that centres around reconceptualisation of epistemic relations and repositioning of research candidates and supervisors.

Background: In the previous decades many research papers and educational documents have emphasized the importance of the application of history of science in the science education of students. Consequently, chemistry teachers are expected to be familiar with the historical development of science and capable of incorporating historical contents in teaching practice in order to support the development of students' conceptual understanding and the understanding of the nature of science. Purpose: The aim of this study was to investigate chemistry teachers' attitudes towards the impact of history of chemistry in promoting students' understanding of chemistry and the inclusion of topics from history of chemistry in regular teaching practice. Sample: The sample comprised 272 chemistry teachers working in primary schools (for students aged 7 to 14), who teach chemistry in the seventh and eighth grade (students aged 13 to 14). Design and methods: A questionnaire which consisted of three parts and contained 11 questions altogether was used for data collection. Results: The most common topics from history of chemistry in the respondents' classes were how some discoveries had been made, most often the structure of atoms and the periodic table of elements. Two-thirds of the teachers estimated such contents as useful and interesting, but over half of the respondents assessed the contribution of the historical context to the understanding of chemical concepts as moderate. Conclusion: Based on the teachers' answers it can be concluded that they recognize some potential benefits of the implementation of history of chemistry in teaching chemistry, but their answers also indicate that they need some additional support in the application of historical topics in their regular teaching practice.

This paper reviews the current position of the history of education within the existing historiography of science and technology, and argues for the relocation of education from the periphery of the history of science and technology to its centre. It claims that it is essential to study science education in its entirety and complexity if we want to understand the generation, reproduction, circulation and transformation of scientific and technological knowledge, practices, practitioners and objects inside and outside of scientific institutions and communities. Four relocations are proposed: first, placing the history of education at the centre of our understanding of history of science and technology; second, acknowledging the diversity and heterogeneity of science and technology education; third, placing material culture at the centre of our histories of science and technology education; and, finally, provincialising Europe and North America in the history of science and technology education.

While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers' experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using HOS. The research aims were to understand what design issues arose and how they unfolded as each group planned the lesson. A design issue arises when group members dispute over a topic related to lesson planning and there is a need for decision making. We identified several major design issues around "selecting a suitable history," "adapting history," "teaching a topic with no correct answer," "balancing science and history," and "empathising with people from the past," which manifested differently across the two groups. PSTs' reflections suggested that the collaborative planning experience helped them understand the limitations of content-focused pedagogical methods in planning HOS-based lessons and recognise various ways HOS can be used to enrich science teaching. The study sheds light on some challenges of planning an unfamiliar type of science lesson and how a collaborative planning experience can create opportunities to broaden PSTs' knowledge of science instruction.

Background: Achieving the targeted of university physics courses and improving student motivation requires varying types of instructional design. One alternative approach to the traditional lecture format involves the use of historical science stories, which are narratives that present episodes from the life of a scientist, as well as characterizing the nature of science, providing students with a historical perspective of the subject being taught and helping them to comprehend and retain the concept. Purpose: The purpose of our study was to investigate the effect of using historical science stories (HSS) on the academic achievement and motivation of future teachers. Design and methods: A pretest-posttest research design compared two classrooms: one that included the story-based history of science in the teaching the topic of "free fall movement" and one that did not. Sample: A total of 35 preservice science teachers (17 in the experimental group and 18 in the control group) participated in the study. The results showed that the preservice teachers in the experimental group performed better than those in the control group. Results: The use of the historical science story-based approach also promoted the motivation of the participants. Analysis of the data revealed that the intervention had a statistically significant effect on the academic achievement of the student teachers. On the other hand, although the motivation scores in the experimental group increased, this increase was not found to be statistically significant. Conclusions: The findings of this study support the use of historical science stories to improve academic achievement in higher education. The conclusions reached here may enable teacher educators to introduce historical events in a similar environment to support better comprehension of physics.

In the nineteenth century, a new method for teaching anatomy shifted the professor's position from the middle of the lecture amphitheatre to one side of the room. In this spot, the wall was used to display a variety of visual "flat technologies" such as blackboards, oil paintings, wallcharts and light projections, among other visual aids. This article studies these changes in the visual culture of anatomy in Spain by analysing the programme developed by José de Letamendi based on giant oil paintings. The authors follow the influence of this new scheme throughout different chairs in Spain up to the first few decades of the twentieth century, focusing on the anatomy theatre of the University of Valladolid as its most prominent example. This analysis examines the relationships between the various flat technologies and puts into perspective the interest of the anatomists of this period in the methodological aspects of teaching.

This article considers Australian receptions of C. P. Snow's "The Two Cultures and the Scientific Revolution" (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow-Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences.

In this study, the effects of a documentary and a biographical film, which was watched in an informal environment, on the prospective science teachers' nature of science (NOS) views were examined. The study conducted according to the mixed research methodology. The data were obtained through the open-ended questionnaire prepared by considering the consensus aspects of the NOS. The participants were shown a documentary-style biographical film about a cross-section of the life of a famous scientist. The findings show that there are changes in the participants' views on some of the consensus aspects of the nature of science. Some of these were in the desired direction, but the retention was weak. Also, some of the changes are in an undesirable direction such as to create a science myth. According to the results, it can be thought that films adapted from the history of science can be used to teach the nature of science. Since films produced for different purposes such as art and entertainment may cause problems in teaching the nature of science, it can be suggested to use such films in a more structured learning environment.

The connections between astronomy and timekeeping are longstanding. One approach to the teaching of Astronomy is it can serve as a unique platform to illustrate the advancement of science from ancient times along with the strong interrelation between science and religion. Here we chose to describe the influence of astronomical measurements that led to the determination of calendars with emphasis on the Islamic epoch: During the second century the Ethiopian Church placed the world's year of creation (YOC) at exactly 5500 years before the Incarnation, thus expressing the view that it is related to the first day of the second half of the sixth millennium since their believed to be the YOC. The Ethiopian Church also believed that the astronomical visualization of the sky in the YOC which placed the vernal equinox and the newmoon in the same day, repeated itself in the year 5500. In a previous work we showed that "Astronomical coincidence" is a notion originated from Jews who believed that the YOC, Exodus, and the building of the Temple were mystically connected by similar rare newmoon events relative to the vernal equinox. Here we show that the founders of Islam believed in a similar mystical coincidence, explicitly that the 16th of July, 622 AD,-- the epoch of the Islamic calendar--, is exactly the day in which the 6000th lunar year started after the biblical creation based on the number of solar years from creation as determined by Eusebius. We show that our astronomical calculations are in accordance with a tradition mentioned by Abu al-Fa?l and Badauni.

In this study, the experience of prospective science teachers, who watched a cinema film adapted from the life story of a well-known scientist for the first time in an informal environment, was examined. Answers of two questions were sought in the study: (1) What aspects of the nature of science did the prospective science teachers experience through which scenario elements of the film?; and (2) How do preservice teachers interpret these experiences? In this study, being conducted based on hermeneutic phenomenology design; the data were collected through focus group interviews with semi-structured questions prepared by taking into consideration the aspects of the nature of science. Participants were 29 (23 girls, 6 boys) prospective science teachers. The collected data were analyzed by qualitative methods. The findings showed that the participants experience and interpret some aspects of the nature of science through specific scenario elements (representations). It was determined that participants highlighted certain sections (e.g. process of discovery, social reaction) in the story. It was observed that the participants correlated these sections with the nature of science in a positive or negative way and interpret them. The results show that these kinds of films adopted from history of science, which are recommended in the literature, can give positive messages about the nature of science. In addition, it was observed that the film caused misconceptions about the nature of science, especially due to the scenario. Therefore, it can be said that such films produced for different purposes may lead to some problems in the teaching of the nature of science. From this point of view, even if such films are used, it is obvious that rather than an informal environment, it is necessary to integrate these films into a more structured learning environment where inappropriate messages given by the film can be seen critically.

An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students' interest and motivation. The approach integrates humanities and science education through history of art, which requests interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers' and students' interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students.

STEM (science, technology, engineering, and mathematics) education is recognized as the world's top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.

The article presents the integrated course "The History of Science and Technology" developed for the students of pedagogical universities, majoring in physics, mathematics, and computer sciences. The authors highlight the effective forms, methods and means of teaching the course. The qualitative research methods included observations, conversations with students, verbal and written surveys regarding course effectiveness; the quantitative methods applied testing of students' progress. 56 students from Poltava V. G. Korolenko National Pedagogical University studying the course "The History of Science and Technology" and 53 students from National Pedagogical Dragomanov University attending the traditional courses, such as "The History of Mathematics", "The History of Physics", "The History of Computer Science" were involved in the experiment. The results show that important components for organising science history teaching and future pedagogical activities for students are assessment, developing and using teaching aids, and solving problems referring to history. The survey of teachers showed that the effectiveness of studying the course is mostly influenced by 3 main factors: enhancing students' educational and cognitive activity in the process of introducing new material (76%); solving problems referring to history during lectures, seminars and doing homework (62%); doing individual tasks by students (56%). The efficiency of the course "The History of Science and Technology" is achieved through: revising previously studied material at the beginning of the lecture; introducing problem-based learning; team teaching; individual tasks, summative assessment. The course "The History of Science and Technology" provides students with integrated knowledge about the development of science as well as the readiness to use historical information in future pedagogical activities in the conditions of STEM-education.

Many researchers have suggested that incorporating history and philosophy of science in the science curriculum can be helpful for students' understanding of scientific concepts and effective for developing their scientific thinking. Recently, in this context, there have been studies on historical controversies which show that history of science promotes debate and controversy and thus sustains students' effort to understand what is being taught. However, existing studies have only searched and selected what the historical controversial issues exist and have not dealt with more practical issues such as how to use them in the classroom. In this study, for finding guide to teach controversial issues in history of science, we analyzed controversial issues related to the structure of the atom to understand their structure by using the 'framework of knowledge and belief'. As a result, it was confirmed that the structures of the historical controversies consisted of various forms from the conceptual level to the belief level. Finally, the implications related to the use of the result of this study in the classroom, and to science education research were discussed.

The five papers published by Hodgkin and Huxley in 1952 are seminal works in the field of physiology, earning their authors the Nobel Prize in 1963 and ushering in the era of membrane biophysics. The papers present a considerable challenge to the novice student, but this has been partly allayed by recent publications that have updated the reporting of current and voltage to reflect the modern convention and two books that describe the contents of the papers in detail. A disadvantage is that these guides contain hundreds of pages, requiring considerable time and energy on behalf of the reader. We present a concise guide to the Hodgkin and Huxley papers that includes only essential content, with the data presented in a linear and logical manner. We have color-coded figures for ease of understanding and included boxes that summarize key information for easy reference. It is our expectation that this article will act as an accessible introduction for students to the work of Hodgkin and Huxley and hopefully foster an appreciation for a fascinating story that repays in-depth study.

"Makerspaces, Innovation and Science Education: How, Why, and What For?" is an attempt to interrogate questions about the history, philosophy, and sociology of science and schooling that have long troubled science educators. In crafting the book, the author, Michael Tan, uses the microcosm of makerspaces to move back and forth to interrogate questions about the nature of knowledge, nature of science, nature of pedagogy, and nature of schooling best suited for the times we live in. In the seven chapters that comprise the book, the author has worked out a consistent framework to answer these questions. This framework represents a strong academic opinion that is thought provoking.

Despite the long-standing interest among science educators in using history of science in science teaching, little has been discussed around whether and how non-Western histories of science could be incorporated into science education. This study considers some opportunities and challenges of addressing East Asian history of science (EAHOS) in the science teacher education context, drawing on postcolonial science studies and global history of science. Eight undergraduate preservice science teachers (PSTs) participated in sessions on EAHOS. Our aim was to investigate the PSTs' perceptions relating to the nature of EAHOS and its relevance to science teaching. Using interviews and reflective essays, we explore the tension coming from their dual positions as science teachers and East Asian people as they entered into the unfamiliar territory of EAHOS. When they were considering themselves specifically as science teachers, they tended to focus on the aspects of EAHOS as knowledge and concluded that it has little to do with achieving the aims of science teaching because is not part of modern science. On the contrary, when they were talking about their roles as teachers in general, they were able to come up with several educational benefits that EAHOS can offer to students, particularly in its relation to worldview and history. Additionally, several mixed feelings were expressed about the way EAHOS is often portrayed as "our" history about "our" science. Overall, the experience of exploring and discussing EAHOS provided the PSTs with an opportunity to critically reflect on science education and their responsibility as teachers in the context of broader society and culture.

This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need-to-know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay between science/scientists and society. The synopsis leads to the conclusion that instructional materials and student assessment tools developed earlier for teaching the history of science are relevant today. Science--technology--society--environment and socioscientific issues, two of the present six domains of humanistic school science, are given special attention. An example of their teaching materials is described, which illustrates in detail how to organize lessons or units particularly suited for the substantial majority of high school students who would not enroll in any current science classes if not required for graduation. Trends suggested for the future are based on shifts in current global economics.

The aim of this study is to investigate the effect of research-inquiry-based learning approach on the Scientific Reasoning Skills of Science Education Prospective Teachers in the Nature of Science and Science History Course. The study was designed as a single group pre-test -- post-test model. The study group consisted of 31 prospective teachers in the 3rd grade of Science Education program in a public university in the spring term of 2017-2018 academic year. For the scientific reasoning skills of prospective teachers "Scientific Reasoning Skills Test - SRST" was measured as a pre-test, then the Nature of Science and Science History course was conducted with the Research-Inquiry Based Learning Approach and SRST was applied as a final test. This test consists of 7 sub-dimensions and contains a total of 26 items. The findings of the sub-problems of the study can be expressed as follows; a significant difference was found between the SRST pre-test total scores and post-test total scores in favor of the post-test total scores according to the sub-dimensions of proportional thinking, correlative thinking and hypothetical thinking. There was no significant difference in the post-test total scores according to the sub-dimensions of conservation laws, identifying and controlling variables, combinatorial thinking and probabilistic thinking. There was no significant difference between SRST pre-test and post-test total scores of man and woman students. A significant difference was found only in the sub-dimension of combinatorial thinking in the total scores of the sub-dimensions of SRST.

The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by "action research method". The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers' processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as "correct, partially correct, incorrect and unanswered". The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.

The aim of this study is to determine history of science related stories known by candidate science teachers and their opinions about educational values of those stories. The research is a descriptive study. Data was collected by open ended questions. In the study, 63 teacher candidates from 3th grade which were in the department of science education in X university took part. Content analysis was used. It was seen that the candidate teachers' stories related to the history of science consisted of the main examples and the stories that were told most frequently were "Newton's apple" and "Archimedes' bath story". Although the level of knowledge about the stories related to the history of science was not sufficient, their awareness of educational value of stories were adequate. Candidate teachers indicated that they would use stories for encouragement, to tell scientific process and scientists' live as well as to take attention and to provide motivation at lessons.

As long has been known, there is no perfect way to teach science. This paper makes no claim to be the 'be-all and end-all' of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author's personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today's learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners' science learning, and c) all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.

The purpose of this study is to develop a history of science activity which can be used to improve middle school students' nature of science views. The activity was designed and implemented based on an explicit-reflective approach within the context of the circulatory system. The activity was designed for grade 6 students and implemented during the 3-hour class period. During the implementation, most of the students successfully participated in the whole class discussion and established a connection between historical material and the corresponding nature of science aspect. Since the history of science activities in teaching key aspects of nature of science are still insufficient, the activity might both contribute to filling this gap in the literature and provide an example for science teachers to teach nature of science.

As long has been known, there is no perfect way to teach science. This paper makes no claim to be the 'be-all and end-all' of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author's personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today's learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners' science learning, and c) all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.

We describe an educational activity that can be completed with mobile media devices in order to understand the working principle of a pair of tuning forks, from the Historical Collection of Physics Instruments of the University of Palermo, and how they were used to explain acoustic interference and beats with the Lissajous optical method. This approach can be used with any tuning fork and it is a valuable teaching strategy that does not require specific laboratory equipment.

India's National Science Talent Search (NSTS) examination (1963 to 1976) was imagined and implemented by some top scientists of the period. It aimed to identify "talented" secondary school students with an aptitude for science and mathematics. Selected students attended undergraduate summer schools, did research in special labs during their Master's degree, and were supported by a scholarship until the completion of a Ph.D. Today, the extent to which NSTS changed the discourse of "talent" as well as the mode and content of large-scale testing in India is often forgotten. Among the innovations that the examination introduced and legitimized include the multiple-choice question (MCQ) format. It shaped a positivist discourse around a special category of questions called the "thought-type" in scientifically establishing the mental acuity of students. It also defined and used "extra-curricular knowledge" as a proxy for scientific interest. Another legacy of NSTS's discourse of objectivity was a misplaced confidence in separating the performance of candidates from the social advantages/disadvantages that shaped their school experience. Additionally, the importance of expertise in designing the examination did not give space to the input of school science teachers. Eventually, the design of the scheme fell short of the expectations of policy-makers as well as the aspirations of those who were selected. In 1977, the examination was redesigned as a general National Talent Search Examination (NTSE). A critical analysis of the short history of the NSTS enables us to reflect on the construct of "science talent" and the challenges in identifying and nurturing talented students in science.