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The Effect of Replicating Historical Scientific Apparatus on High School Students’ Attitudes Towards Science and Their Understanding of Nature of Science

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Abstract

For many historians of science and science educators, the method of replicating historical scientific apparatus and experiments provides an avenue for science learning, promotes critical and independent thinking, and fosters a deeper understanding of the nature of scientific practice. This paper presents a research study where a group of high school students replicated various historical scientific apparatus, and reports the effects of this replication on students’ understandings of nature of science and attitudes towards science. Further, the paper also reports on the accounts of the participants regarding the implementation. The participants of the study were nineteen 11th grade students from a high school in Istanbul, Turkey. The Scientific Attitude Inventory II and the Nature of Science Beliefs Questionnaire were utilized to investigate the effects of the implementation on participants’ attitudes towards science and understanding of nature of science, respectively. Furthermore, semi-structured interviews were conducted with the participants to examine their experiences with and perspectives about the implementation. The results of the study suggest that the method of replicating historical scientific apparatus constituted an important approach to improving students’ attitudes towards science, in addition to laying significant groundwork for helping students develop their understanding regarding some characteristics of science. Participants’ accounts suggest that this method provided students with opportunities to acquire and develop social skills while learning science content. Limitations and shortcomings of the approach are also discussed.

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Authors and Affiliations

  1. Department of Biology Education Faculty of Education, Marmara University Goztepe, 34722, Istanbul, Turkey

    Zeynep Neslihan Alisir & Serhat Irez

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  1. Zeynep Neslihan Alisir
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  2. Serhat Irez
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Correspondence to Zeynep Neslihan Alisir.

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Appendix. Replicating Historical Scientific Apparatus Interview Protocol

Appendix. Replicating Historical Scientific Apparatus Interview Protocol

Thanks for accepting our invitation for this interview. To facilitate our note-taking, we would like to audio tape our conversations today. Please sign the release form. For your information, only researchers on the project will be privy to the audio records which will be eventually destroyed after they are transcribed. In addition, you must sign a form devised to meet our human subject requirements. Essentially, this document states that (1) all information will be held confidential, (2) your participation is voluntary and you may stop at any time if you feel uncomfortable, and (3) we do not intend to inflict any harm.

We have planned this interview to last no longer than one hour. During this time, we have several questions that we would like to cover.

1.1 Introduction

You have been invited to speak with us today because you took part in the Replicating Historical Scientific Apparatus activity which is a research project run collaboratively by Marmara University and the science club of your school. This research project as a whole focuses on the effects of this approach on student learning, with particular interest in understanding students’ perceptions and experiences. Your views and experiences will help us evaluate the success of the implementation.

  1. A.

    Information about the interviewee

  1. 1.

    Could you please briefly introduce yourself (name, age, class)

  2. 2.

    What were your aims in taking part in the Replicating Historical Scientific Apparatus activity of the science club?

  3. 3.

    Which historical scientific apparatus did you work on? What were your reasons for choosing it?

  1. B.

    Characterization of the implementation

  1. 1.

    How would you describe the Replicating Historical Scientific Apparatus activity?

    Probe: How do you feel about it?

  2. 2.

    In light of your experiences and feelings, would you like to take part again?

    Probes: Why? Do you suggest it to your peers?

  1. C.

    Skills/Knowledge/Attitudes gained

  1. 1.

    Do you think that taking part in this project have contributed your learning?

    Probe: Can you give examples?

  2. 2.

    Specifically, what have you learn about the historical scientific apparatus that you replicated with your team members?

  3. 3.

    What kind of skills and understandings do you think you have developed during the Replicating Historical Scientific Apparatus activity?

    Probe: Can you give examples?

  4. 4.

    What do you think you have learned about science and scientific practices in this process?

  1. D.

    Advantages of including the HOS in the school science

  1. 1.

    Would you like to see the use of history of science more often in your science classes?

    Probes: Why? What do you think the advantages of including the history of science in science classes?

  1. E.

    Problems encountered

  1. 1.

    What kind of difficulties did you and your team members encountered during the process?

    Probe: Can you give examples?

  2. 2.

    How did you overcome these difficulties?

    Probe: Where or from whom did you get help?

  1. F.

    Support required

  1. 1.

    Considering the difficulties that you encountered during the process and in the light of your experiences, what kind of support do you think is necessary in order to successfully complete the process?

Probe: Who could provide such support

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Alisir, Z.N., Irez, S. The Effect of Replicating Historical Scientific Apparatus on High School Students’ Attitudes Towards Science and Their Understanding of Nature of Science. Sci & Educ 29, 1201–1234 (2020). https://doi.org/10.1007/s11191-020-00148-0

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