History of Science (HOS) as a Vehicle to Communicate Aspects of Nature of Science (NOS): Multiple Cases of HOS Instructors’ Perspectives Regarding NOS

Authors

Noushin Nouri, The University of Texas Rio Grande ValleyFollow
William F. McComas, University of Arkansas, Fayetteville

Document Type

Article

Publication Date

9-2021

Abstract

Science educators generally accept that the nature of science (NOS) should have a prominent place in school science curricula. This study highlights the special opportunity offered by the history of science (HOS) as a context for teaching NOS, by revealing HOS instructors’ perspectives. We collected data from 15 instructors at 11 institutions who teach a HOS class as part of a national science and math teacher preparation program. This resulted in multiple case studies and interesting cross-case conclusions. The results show several aspects of NOS that these instructors focused on in addition to HOS goals, accompanied by a variety of different approaches to including NOS. Few of the instructors believed that NOS should be the primary focus of a HOS class or that it should be taught explicitly; most instructors reported a belief that preservice teachers will learn about NOS as a natural outcome of a HOS class.

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Recommended Citation

Nouri, N., & McComas, W. F. (2021). History of science (HOS) as a vehicle to communicate aspects of nature of science (NOS): Multiple cases of HOS instructors’ perspectives regarding NOS. Research in Science Education, 51(Suppl 1), 289-305. https://doi.org/10.1007/s11165-019-09879-9

Publication Title

Research in Science Education

DOI

10.1007/s11165-019-09879-9