Theory, Evidence, and Examples of Teaching the Nature of Science and Biology Using the History of Science: A Chilean Experience

Abstract

A significant number of science educators have recognized the importance of the history of science (HOS) in understanding the nature of science (NOS) and scientific content. However, there is little empirical evidence for this effect in the South American educational context. This article shows empirical data about the contribution of HOS in enhancing in-service biology teachers’ understanding of NOS and the effect of HOS in enhancing the understanding of evolution and NOS in high school students. The authors used the VNOS-D+ questionnaire to assess teachers’ and students’ views of NOS at the beginning and the end of interventions. The inclusion of writing artifacts such as lesson “tickets-out”, content tests, and lesson plans for teachers enriched the analysis. The students’ understanding of evolutionary theory was assessed using the ACORN questionnaire. Some of the most important results of the project are the significant improvements observed in teachers’ understanding of NOS, although they assigned different levels of importance to HOS in these improvements, and a significant effect of HOS with students’ understanding of NOS. There was no significant difference between students’ understanding of evolution in treatment and control classes. The authors make suggestions for science teacher education and future research to improve the effect of HOS on students’ and teachers’ understanding of NOS and scientific content.

Appendix: Student Handout for the Dobzhansky NOS and Evolution Activity

Introduction

Theodosius Dobzhansky was one of the most influential scientists in the development of the modern synthesis. Thanks to his work and that of other researchers, evolution was re-defined as “changes in the frequency of genes that occur in populations over time.” However, is there evidence of changes over time in the frequency of genes in natural populations?

Activities

• 1. Look at picture 1 (Mount San Jacinto, California) and describe the environment where Drosophila pseudoobscura lives and propose one adaptation of the species to this habitat.

• 2. Look at chromosome 3 of Drosophila pseudoobscura in picture 2 (Plate I in Dobzhansky and Sturtevant 1938). As known, some flies naturally had mutated versions of this chromosome. For example, mutations Arrowhead, Santa Cruz and Chiricahua. Now look at Chiricahua and describe what is distinctive about it (take into account the inversions or deletions).

• 3. When T. Dobzhansky found these different mutants in natural populations he wondered, Will the proportion of mutant flies within populations change over time? In Table 1 you can find the gene frequency data obtained by Dobzhansky, for Chiricahua mutant. Now, make a graph with these data and then answer Dobzhansky’s question.

Table 1 Monthly data during 4 years of the frequencies of Chiricahua gene arrangements in the third chromosome in the populations of Andreas Canyon

Fig. 1

Graph template of the frequencies of Chiricahua gene arrangements in the populations of Andreas Canyon

• 4. According to the graph, do you think that it is possible to say that there is empirical evidence for evolution in natural populations? Explain.

• 5. Read the following statement and explain whether you agree with it or not, basing your answer with what worked in today’s session. “The theory of evolution, proposed by Darwin over 100 years ago, has remained as a knowledge unchanged until today”.

• 6. If due to the current climate warming, the summer temperature in the 40s in Andreas Canyon currently can be observed all year round. Explain, by the mechanism of natural selection, how this new selection pressure could result in a new subspecies of D. pseudoobscura.