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Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science

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Abstract

Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of historical changes in physics knowledge with regard to several particular concepts relevant to school course of physics. It is argued that such excurses create Cultural Content Knowledge which improves the Pedagogical Content Knowledge in teachers and are appropriate to facilitate the meaningful learning by students. The modules illustrate the new aspect of the scientific knowledge not sufficiently addressed in the current science educational discourse—the constructive diachronic discourse that took place in the history. Historical excurse makes explicit the paradigmatic conceptual changes in physics knowledge and thus creates the space of learning in which the “correct” knowledge (type I) emerges in a discourse with the alternates (type II knowledge). Some of the previous conceptions show certain similarity to students’ misconceptions which further motivates essential use of both types of scientific knowledge to support the meaningful learning of physics curriculum. The epistemological aspects of the developed materials illuminate the nature of scientific knowledge and its major features: objectiveness and cumulative nature. Teachers found the developed modules interesting, important but challenging their background and requiring special preparation.

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Notes

  1. HIPST project comprised the effort of ten groups from seven European countries and Israel. They tried to promote using the HPS based materials in science education. The project was mainly concerned with the development and implementation of historical case studies for teaching and learning science. The official Internet cite of the project is at: http://hipstwiki.wetpaint.com.

  2. This, unlike the common perspective of historians, who use the terms right/wrong relatively to the time period considered.

  3. Review of the developments in using the History of Physics in Physics Education.

  4. For the recent conversation on poor understanding of physics by students for their lacking of a "big picture" (June 2010) see in PHYSLRN forum (PHYSLRNR@LISTSERV.BOISESTATE.EDU) the discussion "Discrete Skills vs. Big Picture".

  5. In fact, plurality and culture share the same root in Hebrew, the language of the author.

  6. This perspective can be related to incommensurability of the essentially different physical theories as introduced by Kuhn (1970).

  7. This powerful metaphor represented the framework of scholarship adopted in Chartres (Bernard of Chartres) in the twelfth century (e.g. Hannam 2009).

  8. See, for example, the debate in PHYSLRNR electronic forum—Physics Learning Research List, on May 2011.

  9. Lacking background in the history of science, science teachers are often ignorant regarding the cultural legacy of the medieval scholars. Pejorative attitude to the medieval science is often behind the claims “Galileo was the first scientist” and “the church impeded science”.

  10. We skip here on the important development of weight concept during the Middle Ages.

  11. All the quotations were translated by us from Hebrew.

  12. In the history of science, the assertion of continuity of the scientific knowledge was stated not once by Sarton (1947), Grant (1996), Bala (2006), Hannam (2009) and others.

  13. For the marvellous visualized image of such see M.C. Esher’s Ascending and Descending (1960).

  14. To make my claim objective I avoid personal citing in this matter. My intention is solely to call for attention and the need to correct the deformed in education.

  15. The first world is the world of real objects.

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Acknowledgments

This study and development were supported by the European Commission (7th FWP) as part of the Project HIPST—History and Philosophy in Science Teaching. We appreciate that support and express our gratitude to Professor Dietmar Hottecke from the University of Hamburg and Professor Falk Riess from the University of Oldenburg, for their permanent interest, help and concern that they kindly granted to our work throughout the project.

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  1. The Hebrew University of Jerusalem, Jerusalem, Israel

    Igal Galili

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  1. Igal Galili
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Correspondence to Igal Galili.

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Galili, I. Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science. Sci & Educ 21, 1283–1316 (2012). https://doi.org/10.1007/s11191-011-9376-x

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  • DOI: https://doi.org/10.1007/s11191-011-9376-x

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