Current Event #2 page 1
Kevin D. McMahon
Student ID#: 78513
SED 625SC
October 21, 2006
Current Event II
A Summary, Analysis & Reflection of:
Integrating History with Scientific Investigations
By: Din Yan Yip
The Chinese University of Hong Kong
Teaching Science
The Journal of the Australian Science Teachers Association
Volume 52 No 3
26-29
Spring 2006
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The author’s premise is that scientific literacy can be more effectively promoted
when teachers integrate the historical context of discovery with the content of science.
This allows students to examine their own preconceptions regarding nature and its laws
while developing methods of inquiry that will allow them to tests their ideas in a manner
similar to that of scientists. The author collaborated with several science teachers over a
period of two years in the development and implementation of a historical/investigative
curriculum in 7th and 8th grade science classes. The article listed
several examples of integrating historical examples with
Problem
investigations which included, Force of Gravity, The Magnetic
Effect of an Electric Current, Photosynthesis, and Air Pressure.
Although the lessons varied in scientific and historical content
Stude nt
Hyp tothesi ze
Teacher Provides
Historical Context
students were guided through the investigative process in a
similar manner as outlined in the diagram.
After two years of performing activities similar to the one
Stude nt Designed
Investig ation to
Test Hypothesis
Stude nt Prese ntation
of Expe rime ntal
Results
If Stude nts Unable
to Devise Their
Own Investig ation
Teacher Prese nts
Demonst ration Followed
by Discussion
described above in several classes the author presented the
following conclusions: (1) students showed increased mastery of
Teacher Prese ntation
of Historical
Results
investigative skills and greater confidence in conducting
Class
Discussion
investigations, (2) students demonstrated enhanced understanding
of the nature of science and a better appreciation for the role of imagination and creativity
in scientific investigations, (3) students were better able to appreciate that scientific ideas
are not absolute truth but are subject to modification in the light of new evidence, (4) that
scientists, like ordinary people, have biases and preconceptions that influence their ideas
and investigations, (5) and that students were more motivated to learn science when a
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historical context was provided along with opportunities to develop their own hypotheses
and experiments.
The author did not document how the students demonstrated increased mastery of
investigative skills or greater confidence in conducting investigations. One might
conclude from this that this was determined by anecdotal response by the students’
teachers. One would hope that an enhanced understanding of the nature of science and
the role of imagination and creativity in science might result from including historical
context but the author did not cite how they came to the conclusion that this was a benefit
derived from this pedagogical technique. Assuming that some means of assessment was
employed the author did not explain if the students were tested or if other forms of
authentic assessment were employed to arrive at their conclusions. Furthermore, all their
conclusions are based on a comparison: “student showed increased… greater…
better…” than what? To what group were these students compared? No mention was
made of a control group of students who were instructed in bare facts stripped of
historical context. What means did they use to assess the students’ and teachers’
motivation for learning and teaching science?— presumably a questionnaire or an
interview, but the authors did not elaborate. It is difficult to imagine that these issues
were not addressed by the researchers nevertheless no mention was made as to how they
arrived at any of their conclusions.
Throughout my twenty plus years of teaching I have primarily used a historical
approach to teaching science. From my experience I would tend to agree with the
conclusions drawn by the author. I have found that student understanding and motivation
is enhanced when they are provided the historical context of discovery. I have developed
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numerous activities that allow students to recreate or “co-discover” important scientific
discoveries or technological achievements. One of the benefits that I have observed, yet
not mentioned by the author, is that students’ perception regarding their ability to “do
science” is enhanced especially by those students who tend to be “out of the box”
thinkers who may not excel at rote memorization of facts. Finally, I will admit some bias
in favor of the author’s conclusion for the aforementioned reasons, nevertheless I think
the article would have benefited from more documentation regarding the conclusions that
were made at the end of the study. Was there a control group of students who were not
provided this approach? Were they assessed for content knowledge and process skills?
If so, how? What questions were the students and teachers asked regarding how they felt
about their learning/teaching experience? This information would have made the
author’s argument for historical context more convincing and given the current
educational climate that emphasizes breadth over depth this is an argument that must be
convincingly made.
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Reference:
Yip, Din Yap (2006) Integrating History with Scientific Investigations The Journal of
the Australian Science Teachers Association V 52 No 3 p26-29 Spring 2006