Skip to main content
SpringerLink
Log in

A Typology of Approaches for the Use of History of Science in Science Instruction

  • Chapter
  • First Online:
Nature of Science in Science Instruction

Part of the book series: Science: Philosophy, History and Education ((SPHE))

Abstract

Weaving accounts of the history of science (HOS) into science instruction has been a popular technique by those interested in helping students understand the human side of science. Therefore, including elements of the HOS can be justified for this reason alone. However, a further justification for the use of HOS is its role in providing examples and context when teaching about elements of the nature of science. This chapter examples HOS instructional approaches and offers rationales for its use and an extensive taxonomy based on a review of the literature in this regard. Each of the seven distinct ways by which HOS can inform science teaching and learning is fully described with examples and considerations for use. The chapter concludes with a section detailing some of the challenges associated with a HOS focus in science instruction.

This chapter has been adapted from a presentation at the 8th International Conference for the History of Science in Science Education Maresias, Sao Sebastiao, Brazil, August 16–19, 2010, and from an article appearing as W. F. McComas (2010). The history of science and the future of science education: A typology of approaches to the history of science in science instruction. In Kokkotas, P.V., Malamitsa, K.S., and Rizaki, A.A. (Eds.) Adapting Historical Knowledge Production to the Classroom (pp. 37–54). Rotterdam: Sense Publishers. Permission to adapt and include this chapter here has kindly been granted by the publisher

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abd-El-Khalick, F., & Lederman, N. (2000a). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 1057–1095.

    Google Scholar 

  • Abd-El-Khalick, F., & Lederman, N. G. (2000b). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22, 665–701.

    Google Scholar 

  • Abd-El-Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.

    Google Scholar 

  • Adúriz-Bravo, A., & Izquierdo-Aymerich, M. (2009). A research-informed instructional unit to teach the nature of science to pre-service science teachers. Science & Education, 18(9), 1177–1192.

    Google Scholar 

  • Allchin, D. (1997). The power of history as a tool for teaching science. In A. Dally, T. Nielsen, & F. Reiss (Eds.), History and philosophy of science: A means to better scientific literacy? (pp. 70–98). Loccum: Evangelische Akadamie Loccum.

    Google Scholar 

  • Allchin, D. (2003). Scientific myth conceptions. Science & Education, 87, 329–351.

    Google Scholar 

  • Allchin, D. (2013). Teaching the nature of science: Perspectives and resources. Saint Paul: SHiPS Education Press.

    Google Scholar 

  • Allchin, D., Anthony, E., Bristol, J., Dean, A., Hall, D., & Lieb, C. (1999). History of science -- with labs. Science & Education, 8, 619–632.

    Google Scholar 

  • Allen, G., & Baker, J. (2001). Biology: scientific process and social issues. Maryland: Fitzgerald Science Press.

    Google Scholar 

  • Baumel, H. B., & Berger, J. J. (1973). Biology: It’s people and its papers. Washington, DC: National Science Teachers Association.

    Google Scholar 

  • Becker, B. (2000). Mindworks. San Francisco: WestEd.

    Google Scholar 

  • Blachowicz, J. (2009). How science textbooks treat scientific method: A philosopher’s perspective. The British Journal for the Philosophy of Science, 60(2), 303–344.

    Google Scholar 

  • Bloom, H. (1994). The Western Canon: The books and school of the ages. New York: Harcourt Brace & Company.

    Google Scholar 

  • Bowler, P. J., & Morus, I. R. (2005). Making modern science: A historical survey. Chicago/New York: The University of Chicago Press.

    Google Scholar 

  • California Institute of Technology. (1985). The mechanical universe and beyond. Retrieved April 30, 2009 from http://www.learner.org/resources

  • Cavicchi, E. M. (2003). Experiences with the magnetism of conducting loops: Historical instruments, experimental replications, and productive confusions. American Journal of Physics, 71, 156–167.

    Google Scholar 

  • Cavicchi, E. M. (2006). Faraday and Piaget: Experimenting in relation with the world. Perspectives on Science, 14(1), 66–96.

    Google Scholar 

  • Cavicchi, E. M. (2008). Historical experiments in students’ hands: Unfragmenting science through action and history. Science & Education, 17, 717–749.

    Google Scholar 

  • Cavicchi, E. M. (2009). Exploring mirrors, recreating science and history, becoming a class community. The New Educator, 5, 249–273.

    Google Scholar 

  • Chang, H. (2011). How historical experiments can improve scientific knowledge and science education: The cases of boiling water and electrochemistry. Science & Education, 20(3–4), 317–341.

    Google Scholar 

  • Christofi, C., & Davies, M. (1991). Science through Drama. Education in Science, 141, 28–29.

    Google Scholar 

  • Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science & Education, 20(7), 701–717.

    Google Scholar 

  • Clough, M. P., & Olson, J. K. (2004). The nature of science: Always part of the science story. The Science Teacher, 71, 28–31.

    Google Scholar 

  • Conant, J. B. (1947). On understanding science. New Haven: Yale University Press.

    Google Scholar 

  • Conant, J. B., & Nash, L. K. (1948). Harvard case histories in experimental science volumes I and II. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Crawford, E. (1993). A critique of curriculum reform: Using history to develop thinking. Physics Education, 28, 204–208.

    Google Scholar 

  • Dagher, Z., & Ford, D. (2005). How are scientists portrayed in children’s science biographies. Science & Education, 14, 377–393.

    Google Scholar 

  • Darwin, C. (2002). Autobiographies. New York: Penguin Group.

    Google Scholar 

  • Dedes, C., & Ravanis, K. (2009a). History of science and conceptual change: The formation of shadows by extended light sources. Science & Education, 18, 1135–1151.

    Google Scholar 

  • Dedes, C., & Ravanis, K. (2009b). Teaching image formation by extended light sources. Research in Science Education, 39, 57–73.

    Google Scholar 

  • Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.

    Google Scholar 

  • Duveen, J., & Solomon, J. (1994). The Great evolution trial: Use of role-play in the classroom. Journal of Research in Science Teaching, 31(5), 575–582.

    Google Scholar 

  • Educational Policies Commission. (1944). Educational policies Commission report on education of all American youth. Washington, DC: National Education Association.

    Google Scholar 

  • Eichman, P. (1996). Using history to teach biology. The American Biology Teacher, 58, 200–202.

    Google Scholar 

  • Feynman, R. P. (2005). The meaning of it all: Thoughts of a citizen scientist. New York: Basic Books.

    Google Scholar 

  • Fingon, J. C., & Fingon, S. D. (2009). What about Albert Einstein? Using biographies to promote students’ scientific thinking. Science Scope, 32, 51–55.

    Google Scholar 

  • Fuselier, L. C., Jackson, J., & Stoiko, R. (2016). Social and Rational: The presentation of nature of science and the uptake of change in evolution textbooks. Science Education, 100(2), 239–265.

    Google Scholar 

  • Galili, I., & Hazan, A. (2000). The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis’. Physics Education Research: A Supplement to the American Journal of Physics, 68(7), S3–S15.

    Google Scholar 

  • Gleick, J. (2003). Isaac Newton. New York: Pantheon Books.

    Google Scholar 

  • Hakim, J. (2005). The story of science: Newton at the center. Arlington: NSTA Press.

    Google Scholar 

  • Harre, R. (1981). Great scientific experiments. Twenty experiments that changed our view of the world. Chelmsford: Courier Dover Publications.

    Google Scholar 

  • Harwood, W. S., MaKinster, J. G., Cruz, L., & Gabel, D. (2002). Acting out science: Using senate hearings to debate global climate change. Journal of college science teaching, 31, 442–447.

    Google Scholar 

  • Heering, P. (2000). Getting shocks: Teaching secondary school physics through history. Science & Education, 9, 363–373.

    Google Scholar 

  • Heering, P. (2003). History-science-epistemology: On the use of historical experiments in physics teacher training. In W. F. McComas (Ed.), In Proceeding of the 6th international history, philosophy and science teaching group meeting (Denver, USA) [File 58 on CD ROM from IHPST.ORG].

    Google Scholar 

  • Herreid, C. F. (1994). Case studies in science-A novel method of science education. Journal of College Science Teaching, 23, 221–229.

    Google Scholar 

  • Hodson, D. (2008). Towards scientific literacy: A teacher’s guide to the history, philosophy and sociology of science. Rotterdam: Sense Publishers.

    Google Scholar 

  • Holton, G. (1969). Harvard project physics: A report on its aims and current status. Physics Education, 4, 19–25.

    Google Scholar 

  • Holton, G. (2003). The Project Physics Course, then and now. Science & Education, 12, 779–785.

    Google Scholar 

  • Holton, G., & Brush, S. G. (2001). Physics, the human adventure: From Copernicus to Einstein and beyond. New Brunswick: Rutgers University Press.

    Google Scholar 

  • Hottecke, D. (2000). How and what can we learn from replicating historical experiments? A case study. Science & Education, 9, 342–362.

    Google Scholar 

  • Irwin, A. R. (1996). A survey of the historical aspects of science in school textbooks. School science review, 78, 101–107.

    Google Scholar 

  • Irwin, A. R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84, 5–26.

    Google Scholar 

  • Isaacson, W. (2007). Einstein: His life and universe. New York: Simon and Schuster.

    Google Scholar 

  • Johnson, G. (2009). The ten most beautiful experiments. New York: Knopf.

    Google Scholar 

  • Judson, H. F. (1996). The eighth day of creation. Cold Springs Harbor: Cold Springs Harbor Laboratory Press.

    Google Scholar 

  • Kampourakis, K., & McComas, W. F. (2009). Using the history of biology to illustrate core nature of science ideas. In: Proceedings of the 5th Greek conference on history, philosophy & teaching of natural sciences: The great scientific theories in the teaching of natural sciences, Nicosia, Cyprus.

    Google Scholar 

  • Kim, S. Y., & Irving, K. E. (2010). History of science as an instructional context: Student learning in genetics and nature of science. Science & Education, 19, 187–215.

    Google Scholar 

  • Kindi, V. (2005). Should science teaching involve the history of science? An assessment of Kuhn’s view. Science & Education, 14, 721–731.

    Google Scholar 

  • Kipnis, N. (1996). The “historical-investigative” approach to teaching science. Science & Education, 5, 277–292.

    Google Scholar 

  • Klassen, S. (2006). The application of historical narrative in science learning: The Atlantic Cable Story. Science & Education, 16, 335–352.

    Google Scholar 

  • Klopfer, L. E. (1964). History of Science Cases (HOSC). Chicago: Science Research Associates.

    Google Scholar 

  • Kolsto, S. D. (2008). Science education for democratic citizenship through the history of science. Science & Education, 17(8/9), 977–997.

    Google Scholar 

  • Leite, L. (2002). History of science in science education: Development and validation of a checklist for analyzing the historical content of science textbooks. Science & Education, 11, 353–359.

    Google Scholar 

  • Lin, H. S., & Chen, C. C. (2002). Promoting preservice chemistry teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773–792.

    Google Scholar 

  • Lind, G. (1979). The history of science cases (HOSC): Nine units of instruction in the history of science. European Journal of Science Education, 1(3), 293–299.

    Google Scholar 

  • Lovedahl, A. N., & Bricker, P. (2006). Using biographies in science class. Science and Children, 44, 38–43.

    Google Scholar 

  • Maddox, B. (2002). Rosalind Franklin: The dark lady of DNA. New York: HarperCollins.

    Google Scholar 

  • Matthews, M. R. (1992). History, philosophy and science teaching: The present rapprochement. Science & Education, 1(1), 11–48.

    Google Scholar 

  • Matthews, M. R. (1994). Science teaching, the role of history and philosophy of science. New York: Routledge.

    Google Scholar 

  • McComas, W. F. (1997). The discovery and nature of evolution by natural selection: Misconceptions and lessons learned from the history of science. American Biology Teacher, 59, 492–500.

    Google Scholar 

  • McComas, W. F. (2008). Seeking historical examples to illustrate key aspects of the nature of science. Science & Education, 17(2/3), 249–263.

    Google Scholar 

  • Metcalfe, R. J. A., et al. (1984). Teaching Science through Drama: An Empirical Investigation. Research in Science and Technological Education, 2, 77–81.

    Google Scholar 

  • Monk, M., & Osborne, J. (1997). Placing the history and philosophy of science on the curriculum: a model for the development of pedagogy. Science Education, 81(4), 405–424.

    Google Scholar 

  • National Research Council. (1996). The national science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks. Science Education, 82, 527–552.

    Google Scholar 

  • Palmieri, P. (2008). Reenacting Galileo’s experiments: Rediscovering the techniques of seventeenth-century science. Lewiston: The Edwin Mellen Press.

    Google Scholar 

  • Public Broadcasting System (PBS). Science programming on air and online. http://pbs.org/wgbh.nova/

  • Raman, V. V. (1980). Teaching Aristotelian Physics through a Dialogue. Physics Teacher, 18(8), 580–583.

    Google Scholar 

  • Rasmussen, S. C. (2007). The history of science as a tool to identify and confront pseudoscience. Journal of Chemical Education, 84, 949–951.

    Google Scholar 

  • Roach, L. E. (1995). Putting people back in science: Using historical vignettes. School Science and Mathematics, 95, 365–370.

    Google Scholar 

  • Roach, L. E., & Wandersee, J. H. (1993). Short story science. The Science Teacher, 60, 18–21.

    Google Scholar 

  • Rudge, D. W., & Howe, E. M. (2009). An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science & Education, 18, 561–580.

    Google Scholar 

  • Rudge, D. W., Cassidy, D. P., Fulford, J. M., & Howe, E. M. (2014). Changes observed in views of nature of science during a historically based unit. Science & Education, 23(9), 1879–1909.

    Google Scholar 

  • Rutherford, J. (2001). Fostering the history of science in American science education. Science & Education, 10, 569–580.

    Google Scholar 

  • Serafini, A. (2001). The epic history of biology. Boulder: Perseus Publishing Company.

    Google Scholar 

  • Seroglou, F., Koumaras, P., & Tselfes, V. (1998). History of science and instructional design: the case of electromagnetism. Science & Education, 7, 261–280.

    Google Scholar 

  • Settle, T. B. (1961). An experiment in the history of science. Science, 33, 19–23.

    Google Scholar 

  • Shamos, M. (1987). Great experiments in physics. New York: Dover Publications.

    Google Scholar 

  • Sherratt, W. J. (1982). History of science in the science curriculum: An historical perspective Part I: Early interest and role advocated. School Science Review, 64, 225–236.

    Google Scholar 

  • Sherratt, W. J. (1983). History of science in the science curriculum: An historical perspective. Part II: Interest shown by teachers. School Science Review, 64, 418–424.

    Google Scholar 

  • Sobel, D. (1995). Longitude: The true story of a lone genius who solved the greatest problem of his time. New York: Walker and Co..

    Google Scholar 

  • Sobel, D. (1999). Galileo’s daughter: A historical memoir of science, faith, and love. New York: Walker and Co..

    Google Scholar 

  • Solomon, J. (1989). The retrial of Galileo. In: Paper presented at the The First International History, Philosophy of Science and Science Teaching Conference Tallahassee.

    Google Scholar 

  • Solomon, J., Duveen, J., Scott, L., & MaCarthy, S. (1992). Teaching about the Nature of Science through History: Action Research in the Classroom. Journal of Research in Science Teaching, 29(4), 409–421.

    Google Scholar 

  • Steelman, J. R. (1947). Manpower for research: volume 4 of science and public policy. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Stinner, A., & Tecihman, J. (2003). Lord Kelvin and the Age-of-the-Earth Debate: A dramatization. Science and Education, 12(2), 213–228.

    Google Scholar 

  • Summers, G., Decker, T., & Barrow, L. (2007). The treatment of geological time and the history of life on Earth in high school biology textbooks. American biology teacher, 69, 401–405.

    Google Scholar 

  • van den Berg, E. (2009). Theater in Physics Teacher Education. Physics Teacher, 47(6), 350–352.

    Google Scholar 

  • Viana, H. E. B., & Porto, P. A. (2010). The development of Dalton’s atomic theory as a case study in the history of science: Reflections for educators in chemistry. Science and Education, 19, 75–90.

    Google Scholar 

  • Walker, R. (1993). Historical science experiments on file. New York: Facts on File, Inc..

    Google Scholar 

  • Wang, H. A. (1999). A content analysis of the history of science in the national science education standards and four secondary science textbooks. ERIC ED431608.

    Google Scholar 

  • Watson, J. D. (1996). The Double Helix: A personal account of the discovery of the structure of DNA. New York: Simon and Schuster.

    Google Scholar 

  • Watson, J. D., & Crick, F. H. C. (1953). Molecular structure of nucleic acids: A structure for deoxyribose nucleic acid. Nature, 171, 737–738.

    Google Scholar 

  • Watson, J. D., & Stent, G. S. (Eds.). (1980). Double helix: A personal account of the discovery of the structure of DNA. New York: W.W. Norton and Company.

    Google Scholar 

  • Whitfield, D. H. (2007). What’s the matter? Readings in physics. Chicago: The Great Books Foundation.

    Google Scholar 

  • Wider, W. (2006). Science as story communicating the nature of science through historical perspectives on science. American Biology Teacher, 68, 200–205.

    Google Scholar 

  • Williams, B., Clough, M. P., Stanley, M., Dawson, J. P., & Cervato, C. (2010). A very deep question: Just how old is Earth?http://www.storybehindthescience.org/pdf/earthsage2.pdf. The story behind the science: Bring science and scientists to life project website, http://www.storybehindthescience.org

Download references

Author information

Authors and Affiliations

  1. University of Arkansas, Fayetteville, AR, USA

    William F. McComas

Authors
  1. William F. McComas
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to William F. McComas .

Editor information

Editors and Affiliations

  1. College of Education & Health Professions, University of Arkansas, Fayetteville, AR, USA

    William F. McComas

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

McComas, W.F. (2020). A Typology of Approaches for the Use of History of Science in Science Instruction. In: McComas, W.F. (eds) Nature of Science in Science Instruction. Science: Philosophy, History and Education. Springer, Cham. https://doi.org/10.1007/978-3-030-57239-6_29

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-57239-6_29

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-57238-9

  • Online ISBN: 978-3-030-57239-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation