"It's a Lesson with No Correct Answer": Design Issues in Preservice Teachers' Use of History of Science for Lesson Planning

Autor/inn/en	Park, Wonyong; Erduran, Sibel; Song, Jinwoong; Kim, Minchul
Titel	"It's a Lesson with No Correct Answer": Design Issues in Preservice Teachers' Use of History of Science for Lesson Planning
Quelle	In: International Journal of Science Education, 45 (2023) 3, S.181-203 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Wonyong) ORCID (Erduran, Sibel) ORCID (Song, Jinwoong) ORCID (Kim, Minchul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2154132
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Science Instruction; Science History; Lesson Plans; Instructional Design; Cooperative Planning; Knowledge Base for Teaching; Curriculum Design; Science Teachers; Foreign Countries; Empathy; South Korea + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of science; Wissenschaftsgeschichte; Lesson planning; Unterrichtsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrplangestaltung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Empathie; Korea; Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01