Adapting Historical Knowledge Production to the Classroom

Cover......Page 1
Adapting Historical Knowledge Production to the Classroom......Page 4
ISBN: 9789460913488 (hardback)......Page 5
TABLE OF CONTENTS......Page 6
PREFACE......Page 8
SECTION A: THEORETICAL FRAMEWORK......Page 14
1. INTRODUCTION......Page 16
2. SCIENCE AND PHILOSOPHY......Page 17
3. SCIENCE AND METAPHYSICS......Page 18
4. SCIENCE AND WORLDVIEWS......Page 20
5. THE ATOMISTIC HERESY......Page 22
6. OPTIONS FOR RECONCILING WORLDVIEWS......Page 24
7. CONCLUSION......Page 26
REFERENCES......Page 27
1. INTRODUCTION......Page 30
2. THE CALORIC THEORY OF HEAT......Page 31
3. A NOTE ON AD HOCNESS......Page 32
4. ENTER LAPLACE......Page 33
5. HERAPATH’S CRITICISM......Page 38
6. WHERE IS THE CALORIC THEORY NOW?......Page 40
7. THE PESSIMISTIC META-INDUCTION......Page 41
(C) These characteristically false theories were, nonetheless, empirically successful......Page 42
8. WHAT IS WRONG WITH SCIENCE EDUCATION?......Page 45
NOTES......Page 47
REFERENCES......Page 48
1. INTRODUCTION......Page 50
2. RATIONALES FOR THE USE OF THE HISTORY OF SCIENCE (HOS) IN SCIENCE INSTRUCTION INTRODUCTION......Page 51
3. WHY PROPOSE A CLASSIFICATION SCHEME FOR HOS CURRICULUM AND INSTRUCTIONAL DESIGNS?......Page 53
4. A HISTORY OF SCIENCE INSTRUCTIONAL TAXONOMY......Page 55
Domain 2.0: Case studies, stories and other similar illustrations of thehistory of science (may include interaction with original written materialsand laboratory experiences)......Page 56
Domain 3.0: Biographies and autobiographies of scientists and theirdiscoveries......Page 58
Domain 4.0: Book length presentations of some aspect of the historyof science......Page 59
Domain 6.0: Textbook inclusions related to the history of science......Page 60
Domain 7.0: Experimental reenactments and other “hands-on”approaches for engagement with various historical aspects of science......Page 61
5. CONSIDERING THE HISTORY OF SCIENCE IN SCIENCE EDUCATION......Page 62
6. CHALLENGES FACED IN INCORPORATING HOS IN SCIENCE INSTRUCTION......Page 63
REFERENCES......Page 64
4. TEXTBOOKS OF THE PHYSICAL SCIENCES AND THE HISTORY OF SCIENCE: Α Problematic Coexistence......Page 68
NOTES......Page 72
1. INTRODUCTION: ATTEMPTS TO INTRODUCE HISTORY OF SCIENCE (HOS) IN SCIENCE EDUCATION......Page 74
3. THE CONSTRUCTION OF MEANING AND KNOWLEDGE IN CONSTRUCTIVIST THEORIES......Page 76
4.1 The Use of HOS for the Detection of Misconceptions......Page 80
4.2 The Relation of Ontogenesis and Phylogenesis......Page 81
4.3 i The exploitation of HOS for students’ conceptual change.......Page 82
4.3 ii Making use of HOS for the understanding of the nature of science (NOS).......Page 85
4.3 iii The use of HOS for the development of affective tools (e.g. stories, vignettes, roleplaying).......Page 87
REFERENCES......Page 92
1. WHAT IS ENERGY?......Page 98
2. INDESTRUCTIBILITY AND TRANSFORMABILITY......Page 99
3. THE HEAT-MOTION CONVERSION......Page 101
4. KINETIC AND POTENTIAL ENERGY......Page 104
5. ‘CAPACITY OF DOING WORK’ AND TRANSFERENCE OF ENERGY......Page 105
6. HISTORICAL TOPICS IN THE CLASSROOM......Page 106
NOTES......Page 109
REFERENCES......Page 112
1. INTRODUCTION......Page 116
2. DESCRIPTION OF THE EXPERIMENT’S WORKING PRINCIPLE......Page 117
2. 1 Its Significance......Page 119
3. PERSPECTIVES OF THE EDUCATIONAL LITERATURE......Page 120
4. HISTORICAL ASPECTS OF MILLIKAN’S EXPERIMENT......Page 121
5. DISCUSSION......Page 122
REFERENCES......Page 123
1. INTRODUCTION......Page 126
2. THE STORY OF THE DISCOVERY OF THE MECHANISM......Page 128
3. THE STUDY OF THE MECHANISM......Page 130
5. THE MOON STUDY AND THE DEVELOPMENT OF SCIENCE......Page 131
6. HOW THE MECHANISM WORKS......Page 132
7. THE GREEKS LIKE CIRCLES AND LINES......Page 133
8. WHAT IS THE MECHANISM......Page 134
9. OTHER MECHANISMS......Page 135
10. AN EDUCATIONAL DEVICE FOR MODELLING......Page 136
12. INTERDISCIPLINARY ASPECTS OF THE MECHANISM......Page 137
13. THE MECHANISM AS A PARADIGM EXAMPLE......Page 138
ACKNOWLEDGEMENTS......Page 139
REFERENCES......Page 140
2. THE ROOM HISTORY OF SCIENCE AND ARGUMENTATION HAS IN CURRENT CURRICULA......Page 142
3.2 Social Factors in the Classroom......Page 144
3.3 Teachers’ Skills and Situation in the Classroom......Page 145
3.4 Definitional Matters......Page 147
4. FUTURE POSSIBILITIES......Page 150
REFERENCES......Page 151
1. HISTORY OF SCIENCE AND SCIENCE EDUCATION GENERAL REMARKS......Page 154
2. THE QUESTION OF SCIENCE EDUCATION IN EARLY HISTORIOGRAPHY OF SCIENCE IN CATALONIA THE CONTRIBUTION OF ANTONI QUINTANA-MARÍ......Page 155
3. HISTORY OF SCIENCE AND TEACHING IN THE 1980S THE CONGRESS OF VALENCIA......Page 157
4. THE CASE OF THE SCHOOL OF INDUSTRIAL ENGINEERING OF BARCELONA THE EXPERIMENTAL PLANNING OF 1987 AND ITS REPERCUSSIONS......Page 158
5. THE EXPERIENCE OF THE AUTONOMOUS UNIVERSITY OF BARCELONA MASTER STUDIES IN HISTORY OF SCIENCE......Page 159
6. TEACHING AND HISTORY OF SCIENCE IN THE CATALAN SOCIETY FOR THE HISTORY OF SCIENCE AND TECHNOLOGY......Page 160
NOTES......Page 161
REFERENCES......Page 162
SECTION B: PRAXIS......Page 164
2. DESCRIPTION OF THE PRESENTATION......Page 166
3. CARRIERS OF NEGATIVE ELECTRICITY......Page 167
4. QUESTIONS BASED ON THE NOBEL LECTURE BY J.J. THOMSON......Page 168
6. COMPARISON WITH A “TYPICAL” CONTEMPORARY TEXTBOOK PRESENTATION......Page 169
8. BLOCK......Page 170
1. INTRODUCTION......Page 172
2. COURSE OVERVIEW......Page 174
3. PENDULUMS......Page 176
4. MIRRORS......Page 181
5. DRAMAS EVOKED THROUGH GALILEO PRESENTATIONS......Page 184
6. HAVING AND MAKING SPACE FOR EXPLORING......Page 189
ACKNOWLEDGEMENTS......Page 190
REFERENCES......Page 191
1.1 Theoretical Assumptions Concerning the Definition and Assessment of Critical Thinking......Page 194
1.2 History of Science......Page 195
1.3 Graph/Chart Interpretation and Reading Comprehension in the Context of Science Education and Critical Thinking......Page 196
2.2 Scales and Measure......Page 197
2.3 Experimental Design......Page 198
3. RESEARCH RESULTS......Page 199
4. DISCUSSION......Page 201
REFERENCES......Page 203
1. INTRODUCTION......Page 208
2.1 Some Precisions around the History of Science for Science Education......Page 209
2.2 Adapting Historical Knowledge Production to the Classroom......Page 211
2.3 Actions to Expand the Available Corpus of Materials......Page 212
2.4 The Theoretical ‘Apparatus’ to Derive History-based Didactical Units......Page 213
REFERENCES......Page 215
2. HPS IN TEXTBOOKS......Page 218
3.1 Different Perspectives......Page 220
3.2 Didactic Transposition......Page 221
3.4 HPS Textbook Contents and Teachers’ Practice......Page 223
REFERENCES......Page 224
1. DESIGNING A WEB-BASED LEARNING ENVIRONMENT......Page 226
2. WHY WE ARE USING A WIKI IN EDUCATION?......Page 229
3. INSTRUCTIONAL E-MATERIAL DEVELOPMENT FOR AN E-COURSE INSIDE ATLASWIKI: FILMS AND VIDEOTAPED ROLE-PLAYS PRESENTED IN AN EDUCATIONAL WIKI......Page 231
4. RESEARCH FOCUS......Page 232
5. RESEARCH AND DATA ANALYSIS......Page 233
6. THREADS ANALYSIS......Page 237
REFERENCES......Page 239
2.1 The Contribution of History and Philosophy of Science to Scientific Literacy of the Adolescent......Page 242
2.2 Contribution of Scientific Controversies to Science Education......Page 245
2.3 Galileo’s and Del Monte’s Dispute on the Motion of the Pendulum......Page 246
3.1 Purpose and Choices......Page 249
3.2 Sample – Place – Time......Page 250
3.3 Instrumentation The objectives of intervention.......Page 251
3.6 Other Constraints......Page 252
4.1 Teaching Objective 1......Page 253
4.2 Teaching Objective 2......Page 254
4.3 Teaching Objective 3......Page 255
4.4 Teaching Objective 4......Page 256
5.2 Second Objective......Page 257
5.4 Forth Objective......Page 258
REFERENCES......Page 259
1. INTRODUCTION......Page 262
2. DILEMMAS IN PRESENTING NEWTON’S FIRST LAW IN THE CLASSROOM......Page 264
3. INTERPRETING THE DUAL COMPONENTS OF THE DILEMMA......Page 265
4. HISTORY OF SCIENCE: A WAY TO RESOLVE THE DILEMMA......Page 267
5. CONCLUSION AND IMPLICATION......Page 269
REFERENCES......Page 270