Abstract
This study examines the views of a representative sample of experts in physics, physics education and history and philosophy of science (HPS) on the incorporation of HPS based materials in physics instruction. The obtained spectrum of views addresses three areas: the rationale to include HPS, the most appropriate ways of doing so, and anticipated difficulties in such a new educational approach. The elicited views, interpreted and categorized, reflect the attitude of the community of science educators in Israeli colleges and universities with regard to the subject. The constructed profiles indicate low awareness of the recent changes in the understanding of learning and the role of HPS in the light of these changes. Such knowledge can guide the activities of those who devote their efforts to constructing and implementing learning materials utilizing HPS contents in science education.
Similar content being viewed by others
References
AAAS — American Association for the Advancement of Science: 1990, Science for All Americans. Project 2061, Oxford University Press, NY.
Ahlgren, A. & Walberg, H.: 1973, ‘Changing Attitudes Towards Science Among Adolescents’, Nature 245, 187–190.
BAAS — British Association for the Advancement of Science: 1917, Report of the British Association for the Advancement of Science, Murray, London.
Bendall, S., Galili, I. & Goldberg, F.: 1993, ‘Prospective Elementary Teachers Prior Knowledge About Light’, Journal of Research in Science Teaching 30(9), 1169–1187.
Brush, S.: 1989, ‘History of Science and Science Education’, Interchange 20(2), 60–70.
Clagett, M. (ed.): 1959, The Science of Mechanics in the Middle Ages, University ofWisconsin Press, Madison, WI.
Cohen, M.R. & Drabkin, I.E. (eds.): 1948, A Source Book in Greek Science, McGraw Hill, NY.
Conant, J. (ed.): 1945, General Education in a Free Society: Report of the Harvard Committee, Harvard University Press, Cambridge, MA.
Conant, J. (ed.): 1957, Harvard Case Histories in Experimental Science, Harvard University Press, Cambridge, MA.
Connelly, F., Finegold, M., Clipsham, J. & Whalstrom, M.: 1977, Science Inquiry and the Teaching of Science: Patterns of Enquiry Project, OSIE Press, Toronto.
DeBoer, G.: 1991, A History of Ideas in Science Education: Implication for Practices, Teachers’ College Press, NY.
diSessa, A.: 1993, ‘Toward an Epistemology of Physics’, Cognition and Instruction 10, 105–225.
Driver, R., Leach, J., Miller, R. & Scott, P.: 1996, Young People's Images of Science, Open University Press, Backingheur, UK.
Dugas, R.: 1988, The History of Mechanics, Dover, NY.
Duhem, P.: 1905/1954, The Aim and Structure of Physical Theory, Princeton University Press, Princeton, NJ.
Duschl, R.: 1990, Restructuring Science Education: The Importance of Theories and Their Development, Teachers College Press, NY.
Duschl, R.: 1994, ‘Research in History and Philosophy of Science’, in D. Gabel (ed.), Handbook of Research on Science Teaching and Learning, MacMillan, NY, pp. 443–465.
Eylon, B. & Bagno, E.: 1997, ‘Professional Development of Physics Teachers Through a Long-Term In-Service Programs: The Israeli Experience’, in E. Redish & J.S. Rigden (eds.), The Changing Role of Physics Departments in Modern Universities, Proceedings of the Second International Conference on Undergraduate Physics Education, College Park, MD, USA, American Institute of Physics, Woodbury, 1997, pp. 299–326.
Galili, I. & Hazan, A.: 2000a, ‘Learners’ Knowledge in Optics: Interpretation, Structure, and Analysis’, International Journal of Science Education 22(1), 57–88.
Galili, I.& Hazan, A.: 2000b, ‘The Influence of an Historically Oriented Course on Students' Content Knowledge in Optics Evaluated by Means of Facets-Schemes Analysis’, American Journal of Physics 68(7), S3-S15.
Galili, I.: 1996, ‘Student's Conceptual Change in Geometrical Optics’, International Journal of Science Education 18, 847–868.
Halloun, I.& Hestenes, D.: 1998, ‘Interpreting VASS Dimensions and Profiles’, Science & Education 7, 553–577.
Hanson, H.: 1958, Patterns of Discovery, Cambridge University Press, Cambridge, UK.
Herget, D. E. (ed.): 1989, ‘The History and Philosophy of Science in Science Teaching’, Proceedings of the First International Conference, Florida State University, Tallahassee, FL.
Hills, S. (ed.): 1992, ‘The History and Philosophy of Science in Science Education’, Proceedings of the Second International Conference on the History and Philosophy of Science and Science Teaching, Queen's University, Kingstone, ON.
Holton, G. & Brush, S.G.: 1985, Introduction to Concepts and Theories in Physical Science, Princeton University Press, Princeton, NJ.
Jenkins, E.: 1991, ‘History of Science in Schools: Retrospect and Prospect in the UK’, in M. Matthews (ed.), History, Philosophy and Science Teaching: Selected Readings, OISE Press, Toronto, CA, pp. 33–42.
Kipnis, N.: 1993, Rediscovering Optics, Bena Press, Minneapolis, MN.
Klopfer, L.: 1964–1966, History of Science Cases, Science Research Associates, Chicago, IL.
Kuhn, T.: 1970, The Structure of Scientific Revolutions, The University of Chicago Press, Chicago, IL.
Lacatos, I.: 1970, ‘Falsification and the Methodology of the Scientific Research’, in I. Lacatos & A. Musgrave (eds.), Criticism and the Growth of Knowledge, Cambridge University Press, Cambridge, UK, pp. 91–196.
Lindberg, D.C.: 1976, Theories of Vision from Al-Kindi to Kepler, The University of Chicago Press, Chicago.
Mach, E.: 1886/1986, ‘On Instruction the Classics and the Sciences’, in Popular Scientific Lectures, Open Court Publishing Company, La Sale, IL.
Mach, E.: 1893/1989, The Science of Mechanics, Open Court Publishing Company, La Sale, IL.
Mach, E.: 1913/1926, The Principles of Physical Optics. An Historical and Philosophical Treatment, Dover, NY.
Matthews, M.: 1990, ‘Ernst Mach and Contemporary Science Education Reform’, International Journal of Science Education 12(3) 317–325.
Matthews, M.: 1994, Science Teaching: The Role of History and Philosophy of Science, Routledge, NY.
McCloskey, M.: 1983, ‘Intuitive Physics’, Scientific American 248, 114–122.
McComas, W., Almazora, H. & Clough, M.: 1998, ‘The Nature of Science in Science Education: An Introduction’, Science & Education 7, 511–532.
Moore, J. A.: 1999, Science as a Way of Knowing. The Foundation sof Modern Biology, Harvard University Press, Cambridge, MA.
Nersessian, N.: 1989, ‘Conceptual Change in Science and in Science Education’, Synthesis 80, 163–183.
Nussbaum, J.: 1983, ‘Classroom Conceptual Change: The Lesson to be Learned from the History of Science’, in Helm, H. & Novak, J. (eds.), Proceeding of The International Seminar on Misconception in Science and Mathematics, Dep. of Education, Cornell University, Ithaca, NY.
Nussbaum, J.: 1998, ‘History and Philosophy of Science and the Preparation for Constructivist Teaching: The case of Particle Theory’, in Teaching Science for Understanding: A Human Constructivist View, Academic Press, pp. 165–194.
Posner, G.J., Strike, K.A., Hewson, P.W. & Hertzog, W.A.: 1982, ‘Accommodation of a Scientific Conception: Toward a Theory of a Conceptual Change’, Science Education 66, 211–227.
Raven, P. H.: 1999, Biology, McGraw Hill, New York.
Rutherford, F., Holton, G. & Watson, F.: 1970, The Project Physics Course: Text, Holt, Rienhart and Wintson, NY.
Sambursky, S. (ed.): 1960, Evolution of Physical Thought: An Antology, Byalik Press, Jerusalem (in Hebrew).
Sherratt, W.: 1982, ‘History of Science in the Science Curriculum: a Historical Perspective Part I: Early Interest and Roles Advocated’, School Science Review 64, 225–236.
Shulman, L.C.: 1986, ‘Those Who Understand: Knowledge Growth in Teaching’, Educational Researcher 15, 4–14.
Staver, J.R.: 1998, ‘Constructivism: Sound Theory of Explicating the Practice of Science and Science Teaching’, Journal of Research in Science Teaching 35, 501–520.
Thagard, P.: 1990, ‘The Conceptual Structure of the Chemical Revolution’, Philosophy of Science 57(2), 183–209.
Thagard, P.: 1992, Conceptual Revolutions, Princeton University Press, Ewing, NJ.
Viennot, L.: 1979, ‘Spontaneous Reasoning in Elementary Dynamics’, European Journal of Science Education 1, 205–221.
Von Glaserfeld, E.: 1989, ‘Cognition, Construction of Knowledge, and Teaching’, Synthesis 80(1), 121–140.
Welch, W. & Walberg, H.: 1972, ‘A National Experiment in Curriculum Evaluation’, American Educational Research Journal 9, 373–383.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Galili, I., Hazan, A. Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction. Science & Education 10, 345–367 (2001). https://doi.org/10.1023/A:1011209131446
Issue Date:
DOI: https://doi.org/10.1023/A:1011209131446