Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project

Autor/inn/en	Hottecke, Dietmar; Henke, Andreas; Riess, Falk
Titel	Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project
Quelle	In: Science & Education, 21 (2012) 9, S.1233-1261 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-010-9330-3
Schlagwörter	Foreign Countries; Program Descriptions; Program Effectiveness; Teaching Methods; Educational Strategies; Case Studies; Creative Writing; Physics; Instructional Materials; Science Teachers; Role Playing; College School Cooperation; Curriculum Implementation; Science Instruction; Science Education; History Instruction; Science History; Philosophy; Scientific Principles; European Union; Germany + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Case study; Fallstudie; Case Study; Kreatives Schreiben; Physik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Rollenspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; History lessons; Geschichtsunterricht; History of science; Wissenschaftsgeschichte; Philosophie; Deutschland
Abstract	This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners' perspectives are explicitly taken into account. Teaching methods comprise student-centered activities as creative writing for understanding science and scientists and role-play activities. Emphasis is laid on experimental work which is performed with the help of true-to-the-original replications of historical apparatus, especially built for this purpose. A new characteristic for NoS learning is introduced, namely the reflection corner giving the opportunity to explicitly discussing the relationship between history, knowledge acquisition, and the application of scientific findings. In order to make use of the special skills, creative potentials and experiences of teachers a symbiotic strategy for the development and evaluation process of the teaching material was adopted where a close and long-standing cooperation between science teachers and science educators could be established. On this basis the German partners were able to complete numerous case studies from the fields of mechanics, electricity, magnetism and heat. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10