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Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

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Abstract

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers’ skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

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Notes

  1. Reports on national conferences cited here have been thankfully provided by P. Brenni (Fondazione Scienza e Tecnica, Florence, Italy), D. Höttecke (University of Bremen, Germany), I. Galili (Hebrew University of Jerusalem, Israel), R. Coelho (University of Lisbon, Portugal) and J. Turlo (University of Torun, Poland).

  2. The gap is unavoidable but not unsolvable, as illustrated by projects carried on in different continents addressing HPS in a fashion that science teachers, science teacher educators, and historians of science find valuable. For instance, see HIPST project carried on in Europe (http://hipst.eled.auth.gr); Resource Center for science teachers using Sociology, History and Philosophy of Science (http://www1.umn.edu/ships/), The Story Behind the Science (http://www.storybehindthescience.org) carried on in United States.

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Acknowledgments

The authors would like to acknowledge the thorough and thoughtful comments of the anonymous referees who provided helpful suggestions for improving this paper. Our work has been done within the project HIPST—History and Philosophy in Science Education which was funded by the 7th framework program of the European Commission.

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  1. Faculty of Education, Psychology and Human Movement, University Hamburg, Hamburg, Germany

    Dietmar Höttecke

  2. Institute of Physics of Sao Carlos, University of Sao Paulo, São Paulo, Brazil

    Cibelle Celestino Silva

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Höttecke, D., Silva, C.C. Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles. Sci & Educ 20, 293–316 (2011). https://doi.org/10.1007/s11191-010-9285-4

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  • DOI: https://doi.org/10.1007/s11191-010-9285-4

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