Relating History Of Science To Learning And Teaching Science: Using And Abusing

The application of history of science to inform the design/curriculum, implementation/instruction and learning/assessment of science education is a process full of choices. What history and whose history to select and for what purposes ultimately defines the models of curriculum, instruction and assessment employed. Three organisational approaches for using history of science are examined: (1) A “How did we come to know and believe⋯? scientific thema approach; (2) A film/video reenactment approach focusing on key conceptual issues and on critical questions; and (3) A critical examination of competing explanations from modern history of science (1850 to present) approach focusing on epistemic reasoning. Respectively, the approaches represent the application of history of science in a university course sequence for non-science majors, as a context for teaching science concepts and images of science in Key Stage 3 (UK) or Middle School (USA), and as a framework for engaging learners in scientific inquiry. The author participated in the development of each of the approaches. A description of each approach precedes a critical review of the use of history of science in science education.