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The Relevance of History of Biology to Teaching and Learning in the Life Sciences: The Case of Mendel’s Laws

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Abstract

Using Mendel’s laws as a case in point, the purpose of this paper is to bring historical and philosophical perspectives together to help students understand science as a human endeavor. Three questions as addressed: (1) how did the Mendelian scheme, principles, or facts become labeled as laws, (2) to what extent do Mendel’s laws exhibit characteristics of scientific laws, and (3) what are the implications for biology education. This paper argues that adding historical details about Mendel’s successors and their actions at the time, coupled with explicit consideration of the particular nature of biological laws can provide educators and learners a more comprehensive account for understanding Mendel’s laws, their explanatory and predictive functions, as well as the social context that facilitated their appropriation by the wider scientific community.

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Authors and Affiliations

  1. University of Delaware, Newark, DE, USA

    Zoubeida R. Dagher

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  1. Zoubeida R. Dagher
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Correspondence to Zoubeida R. Dagher.

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An earlier version of this paper was published in Heering et al. (2013). Enabling scientific understanding through historical instruments and experiments in formal and non-formal learning environments (pp. 303–312). Flensburg: Flensburg University Press.

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Dagher, Z.R. The Relevance of History of Biology to Teaching and Learning in the Life Sciences: The Case of Mendel’s Laws. Interchange 45, 205–216 (2014). https://doi.org/10.1007/s10780-015-9241-y

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  • DOI: https://doi.org/10.1007/s10780-015-9241-y

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