Presentation on theme: "History, Philosophy and Science Teaching (HPS&ST) as an Academic Field"— Presentation transcript:
1History, Philosophy and Science Teaching (HPS&ST) as an Academic Field Michael R. MatthewsSchool of Education University of New South Wales
2OutlineOverview of recent scholarly research publications in HPS&ST and thus establishment of a academic fieldStructure of HPS&ST Handbook as one way of displaying HPS&ST as a academic fieldFailures or weaknesses in preparing science education researchers to contribute to HPS&STHow to prepare for HPS&ST research
3HPS&ST as Interdisciplinary field Numerous HPS&ST publications (10-20 books, articles)International journalInternational IHPST conferences since 1989International HandbookContributions from: Philosophy of Science Philosophy of Education History of Science Education Cognitive science Learning theory History of Education
4History of HPS&ST Research Long history going back at least to the nineteenth century writings of Ernst Mach, and early twentieth century writings of John Dewey.The last twenty-five years has seen a great flourishing of this field of research, with a substantial amount being published annually since 1992 in Science & Education (approx.650 articles), and in other science education journals.Additionally there have been a dozen or so important books published in the field in this past quarter of a century.
5Fredrick W. Westaway (1929) Science Teaching A successful science teacher knows his own subject is widely read in other branches of science knows how to teach is able to express himself lucidly . . .is skilful in manipulation is resourceful both at the demonstration table and in the laboratory is a logician to his finger-tips is something of a philosopher is so far an historian that he can sit down with a crowd of [students] and talk to them about the personal equations, the lives, and the work of such geniuses as Galileo, Newton, Faraday and Darwin. More than this he is an enthusiast, full of faith in his own particular work.1929
6Recent BooksMartin, M.: 1972, Concepts of Science Education: A Philosophical Analysis,Duschl, R.A.: 1990, Restructuring Science Education: The Importance of Theories and Their Development,Duschl, R.A. & Hamilton, R.J. (eds.): 1992, Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice,Matthews, M.R.: 1994, Science Teaching: The Role of History and Philosophy of Science
7Recent BooksMcComas, W.F. (ed.): 1998, The Nature of Science in Science Education: Rationales and Strategies,Hodson, D.: 2008, Towards Scientific Literacy: A Teachers’ Guide to the History, Philosophy and Sociology of Science,Hodson, D.: 2009, Teaching and Learning about Science: Language, Theories, Methods, History, Traditions and Values,Taber, K.S.: 2009, Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science,.
8Recent BooksMatthews, M.R., Gauld, C.F. & Stinner, A. (eds.): 2005, The Pendulum: Scientific, Historical, Philosophical and Educational Perspectives,Matthews, M.R. (ed.): 2009, Science, Worldviews and Education,Niaz, M.: 2010, Innovating Science Teacher Education: A History and Philosophy of Science Perspective.Taylor, R.S. & Ferrari, M. (eds): 2011, Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy.
9Michael Martin (1972) Concepts of Science Education: A Philosophical Analysis contents1972Chap. 1 Scientific InquiryChap. 2 ExplanationChap. 3 DefinitionChap. 4 ObservationChap. 5 Goals of Science Education
10Longing to know and understand; Questioning of all things; Martin’s Analysis of Recommendations of: Education Policies Commission: 1966, Education and the Spirit of Science,The aim of science education ought to be to produce people imbued with the spirit of science who manifest that spirit in all relevant contexts. In order to bring about the manifestation of the spirit of science in typically non-scientific contexts, science education will have to be conceived of much more broadly. Instruction in science, for example, can no longer be considered the sort of activity that goes on in the typical science classroom. Consumer education and parts of moral education, to cite just two examples, should be conceived of as an essential part of science education. (Martin 1972, p.158) Longing to know and understand;Questioning of all things;Search for data and their meaning;Demand for verification;Respect for logic;Consideration of premises;Consideration of consequences.
11Richard Duschl (1990), Restructuring Science Education: The Importance of Theories and Their DevelopmentChapters1990Bases of Science EducationRetrospective of Sc. Educ.Rethinking Our View of Sc.Ed.Status of Theory in Sc.Ed.Restructuring of Scientific TheoriesLearning as a Restructuring ProcessApplying the Growth of Knowledge Frameworks (Chem. & Physics)Applying the Growth of Knowledge Frameworks (Biol. & Geology)
12Michael R. Matthews (1994), Science Teaching: The Role of History and Philosophy of Science Chapters1994Rapprochement between HPS & Science EducationHistorical Debates about the Science CurriculumContemporary Curriculum DevelopmentsHistory of Science in the CurriculumPhilosophy in the CurriculumHPS in the Classroom: The Case of Pendulum MotionConstructivism and Science EducationWhat is Science? Realism & EmpiricismMulticultural Science EducationTeacher Education
13McComas, W.F. (ed.) (1998), The Nature of Science in Science Education: Rationales and Strategies Sections1998Rationales for NOS in Science EducationCommunicating NOS: Plans, Approaches & StrategiesCommunicating NOS: Courses and Course ElementsAssessing NOS Understanding
14Derek Hodson (2009), Teaching and Learning about Science: Language, Theories, Methods, History, Traditions and ValuesChapters2009Scientific Literacy & HPSStudents’ Views of NOSTeachers’ Views of NOSMaking NOS Teaching Explicit and ReflectiveThoughts on DemarcationSubstantive Structure of ScienceSyntactical Structure of ScienceReading, Writing and Talking for LearningHistory, Traditions and Values of Science
15Conclusion: Teach the Demarcation Taylor, R.S. & Ferrari, M. (eds): 2011, Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design ControversyParts2011EpistemologyIntelligent Design & Evolution ‘Ontologically Different Epistemologies’ (Sinatra & Nadelson)Teaching ScienceConclusion: Teach the Demarcation
16‘Ontologically Different Epistemologies’ (Sinatra & Nadelson) ‘Given this state of affairs, we propose that the epistemologies of science and religion should be philosophically differentiated to the extent possible to provide learners with a conceptual “place to stand”. … We argue that religion and science should not be viewed as conflicting epistemologies; rather they should be viewed as epistemologies that have different roles and explain different aspects of the human condition’ (p.175)Educational NOMA A pragmatic or principled position?
17Myint Swe Khine (ed.): 2012, Advances in Nature of Science Research: Concepts and Methodologies Contents2012Pt.1 Conceptual Issues in NOS Research M.R. Matthews, ‘From NOS to FOS’ S.A. Southerland et al ‘The Bounded NOS’Pt.II Methodological Advances in NOS Research
18Science & Education: Contributions from History & Philosophy of Science and Education 1992, four numbers , six numbers, , eight numbers, 2007, ten numbers.approx. 600 articles published
19Thematic Journal Issues 1994, ‘Science and Culture’, 3(1).1995, ‘Hermeneutics and Science Education’, 4(2).1996, ‘Religion and Science Education’, 5(2).1997, ‘Philosophy and Constructivism in Science Education’, 6(1-2).1997 ‘The Nature of Science and Science Education’, 6(4).1999, ‘Values in Science and in Science Education’, 8(1).1999, ‘Galileo and Science Education’, 8(2).1999, ‘What is This Thing Called Science?’, 8(4)1999, ‘Children’s Theories and Scientific Theories’, 8(5).
20Thematic Journal Issues 2000, ‘Thomas Kuhn and Science Education’ 9(1-2).2000, ‘Constructivism and Science Education’ 9(6). 2003, ‘History, Philosophy and the Teaching of Quantum Theory’, 12(2-3)2004, ‘Science Education and Positivism: A Reevaluation’, 13(1-2)2004, ‘Pendulum Motion: Historical, Methodological and Pedagogical Aspects’, 13(1-2, 7-8)2006, ‘Textbooks in the Scientific Periphery’, 15(7-8)2005, ‘Science Education in Early Modern Europe’, 14(3-4)2007, ‘Models in Science and in Science Education’, 16(7-8)
21Thematic Journal Issues 2008, ‘Teaching and Assessing the Nature of Science’, 17 (2-4)2008, ‘Social and Ethical Issues in Science Education’, 17(8-9)2008, ‘Studies in Historical Replication in Psychology’, 17(5)2008, ‘Feminism and Science Education’, 17(10)2009, ‘Politics and Philosophy of Science’, 18(2)2009, ‘Science, Worldviews and Education’, 18(6-7)2010, ‘Darwinism and Education’ 19(4-5, 6-8)2011, ‘Science and Pseudoscience in Society and Classrooms’ 20(5-6)
22Thematic Journal Issues 2012, ‘History of Experimental Science Teaching’ 21(2)2012, ‘Popular Science Between News and Education: A European Perspective’ 21(3)2012, ‘Popularizing and Policing “Darwinism” ’, 21(7)2012, ‘Mario Bunge’s Systematic Philosophy’, 21(10)
23Thematic Journal Issues (coming) Philosophy and Chemistry TeachingPhilosophy and Biology TeachingGenetics and Society: Educating Scientifically Literate CitizensPhilosophy of Commercialized / Commodifed ScienceScience & LiteratureMuseum Education: The Place of HPSMendel and Mendelism
24Contributing Philosophers Robert S. Cohen, Richard Kitchner, Gerd Buchdahl, Harvey Siegel, Israel Scheffler, Wallis Suchting, Alberto Cordero, Joseph Agassi John Worrall, Alan Musgrave, Hasok Chang, Peter Machamer, Peter Slezak, Michael Martin, James Garrison, Noretta Koertge, Robert Crease, Patrick Heelan, James Cushing Richard Grandy
25Contributing Philosophers Robert Nola, Alan Chalmers, Mario Bunge, Robert Pennock, Steve Fuller, Jane Roland Martin, Howard Sankey, Demetris Portides, Michael Ruse, Paul Thagard, Gürol Irzik, Cassandra Pinnick, Thomas Reydon, Massimo Pigliucci, Hugh Lacey, Peter Kosso, Hasok Chang, Emma Tobin Richard Burian, Alan Love, Ingo Brigandt, Andrea Woody,
26Contributing Historians Helge Kragh, John Heilbron, Lewis Pyenson, Anders Lundgren I. Bernard Cohen, Zev Bechler, Fabio Bevilacqua, Roger Stuewer, William Carroll, Stephen Brush, Lesley Cormack, Jonathan Hodge Irina GouzevitchOlival Freire Jr., Kathryn Olesko, David Depew, Hasok Chang, Bernard Lightman, Andre Koch Torres Assis, Jane Maiensehein Richard Bellon, Antonio Clericuzio John Beatty Bernadette Bensaude- Vincent Roberto de Andrade Martins,
27Contributing Educators Jürgen Teichmann, Derek Hodson, David Treagust, Nancy Brickhouse, Mansoor Niaz, Art Stinner, Matilde Vicentini, Norman Lederman, William Cobern, Mike Smith, John Gilbert, Andreas Quale, Anton Lawson, Martin Eger, Edgar Jenkins, Colin Gauld,
28Contributing Educators Richard Duschl, Ismo Koponen, John Leach, Jim Ryder, Peter Heering, Michael Reiss, Constantine Skordoulis, Dana Zeidler, James Wandersee, Stephen Klassen, Charbel Niño El-Hani, Helge Strömdahl, Ibrahim Halloun, William McComas, Dietmar Höttecke
29Contributing Educators Mariana Hagberg, Norman Lederman José Antonio Chamizo, Michael Clough, Cibelle Celestino Silva, Dietmar Höttecke, Jun-ki Lee, Yongju Kwon, Kaarle Kurki-Suonio Mercé Izquierdo i Aymerich, Manuel Fernandez-Gonzalez
30Scholarly Impact: Article Downloads ,373,513,584,593,654,156,250,650 Distribution: Asia (23%), North American (21%)
32International Handbook of Research in History, Philosophy and Science Teaching Michael R. Matthews (ed.) Springer 2013
33PurposeThe Springer Handbook is to provide a structured, documented and critical guide to extant HPS&ST research.It can be used by the profession as an important marker of progress, and platform for informed and coherent future contributions.The handbook as a whole, and each chapter within, is meant to straddle both the fields of HPS scholarship and educational research.
34Section Structure Part I: PEDAGOGICAL STUDIES Part II: THEORETICAL STUDIESPart 111: REGIONAL STUDIES,Part 1V: BIOGRAPHICAL STUDIES
36Part I: PEDAGOGICAL STUDIES Chemistry:history of chemistry and classroom teaching and learningphilosophy of chemistry and classroom teaching and learnhistorical teaching of atomic and molecular structure
39Part II: THEORETICAL STUDIES (a) Features of Science: Their Educational Importance(b) The Teaching, Learning and Understanding Science: Historical and Philosophical Considerations(c) Science, Culture and Society: Philosophical Issues for Education(d) The Role of Science Education within Education: Historical and Philosophical Considerations
40(a) Features of Science: Their Educational Importance History of Nature of Science studies & NOS measurement scalesPhilosophical appraisal of NOS studiesWomen and science education: What has feminist philosophy contributed?Constructivism: lessons from the history of its impact in science educationConstructivism: philosophical issues in its utilisation in science & mathematics education
41Constructivism as Exemplar Philosophical problems Idealism Subjectivism RelativismPedagogical problems
42Constructivism as Worldview Ken Tobin To become a constructivist is to use constructivism as a referent for thoughts and actions. That is to say when thinking or acting, beliefs associated with constructivism assume a higher value than other beliefs. For a variety of reasons the process is not easy. (Tobin 1991, p.1)
43Constructivist Idealism: John Staver ‘…For constructivists, observations, objects, events, data, laws, and theory do not exist independently of observers. The lawful and certain nature of natural phenomena are properties of us, those who describe, not of nature, that is described.’ (Staver 1998, p.503)
44A Philosophical Appreciation of Constructivism Wallis Suchting (1992) ‘First, much of the doctrine known as ‘constructivism’ ... is simply unintelligible. Second, to the extent that it is intelligible ... it is simply confused. Third, there is a complete absence of any argument for whatever positions can be made out In general, far from being what it is claimed to be, namely, the New Age in philosophy of science, an even slightly perceptive ear can detect the familiar voice of a really quite primitive, traditional subjectivistic empiricism with some overtones of diverse provenance like Piaget and Kuhn’ (Suchting 1992, p. 247).
45(a) Features of Science: Their Educational Importance Experimentation in science and school laboratory activitiesPostmodernism and science educationPhilosophical comment on cultural studies in science and science educationHermeneutics in Science and in science teaching and learning
46(a) Features of Science: Their Educational Importance Models in physics & in physics teachingThought experiments in science and in science educationSociology of science and Science Teaching
47Philosophical considerations in studies of cognition and learning (b) Teaching, Learning and Understanding Science: Historical and Philosophical ConsiderationsPhilosophical considerations in studies of cognition and learningStudent cognition, knowledge and beliefs:Inquiry teaching: Philosophical considerationsThe use and misuse of HPS in science textbooksConcept development and conceptual change: Philosophical issues
48Metaphor and analogy in science and science teaching b) Teaching, Learning and Understanding Science: Historical and Philosophical ConsiderationsMetaphor and analogy in science and science teachingArgumentation in science and science classroomsConceptions of Scientific Literacy:Historical-investigative teachingNarratives in science teaching
49Philosophical issues raised by problem-based learning in science (b) Teaching, Learning and Understanding Science: Historical and Philosophical ConsiderationsPhilosophical Development and Critical Thinking in Primary and Secondary Science EducationPhilosophical issues raised by problem-based learning in science
50Science Education in the Historical Study of the Sciences Part II: THEORETICAL STUDIES (c) Science, Culture and Society: Philosophical Issues for EducationSocial and Ethical Issues in Science Education: Some Philosophical ConsiderationsScience Education in the Historical Study of the SciencesPhilosophical issues in multicultural and indigenous science education
51Methodological and Ontological Naturalism Part II: THEORETICAL STUDIES (c) Science, Culture and Society: Philosophical Issues for EducationChristian belief and science education: historical and philosophical considerationsIslamic belief and science education: historical and philosophical considerationsHindu belief and science education: historical and philosophical considerationsMethodological and Ontological NaturalismThe Enlightenment tradition in science educationWorldviews and science education
52Worldviews as Exemplar What are worldviews?Is science committed to a worldview?Is naturalism a methodological commitment or ontological commitment?What response should be made when there is a clash between students’ worldview and that required by science?
53Scientific Competence vs Scientific Outlook Edgar Mitchell (the NASA astronaut who during the 1971 Apollo 14 mission made the longest ever space walk), Mitchell has two bachelor degrees in science and a doctorate in aeronautics from the Massachusetts Institute of TechnologyHe believes in ESP , UFOs, and that he has been cured of kidney cancer by a man called Adam Dreamhealer who, although based in Canada, does all his healing from a distance. Talks with his long-dead father..
54Philosophy of Education and Science Education Part II: THEORETICAL STUDIES (d) The Role of Science Education within Education: Historical and Philosophical ConsiderationsPhilosophy of Education and Science EducationCurriculum justification for science and mathematicsHPS-informed methodological issues in science education research
55The place of science in Liberal education Part II: THEORETICAL STUDIES (d) The Role of Science Education within Education: Historical and Philosophical ConsiderationsThe place of science in Liberal educationHPS-informed methodological issues in science education researchIndoctrination in science and mathematics education
56Part 111: REGIONAL STUDIES, USACanadaBrazilArgentinaMexicoEnglandChinaKoreaJapanEuropeBosnia and Herzegovina
57Part 1V: BIOGRAPHICAL STUDIES Fredrick W. WestawayEric J. HolmyardJoseph SchwabJohn DeweyErnst Mach,Martin Wagenschein
58How to Advance HPS&ST as a Field of Study? Structure of the FieldDisciplinesPart I: PEDAGOGICAL STUDIESPart II: THEORETICAL STUDIESPart 111: REGIONAL STUDIES,Part 1V: BIOGRAPHICAL STUDIESPhilosophy of SciencePhilosophy of EducationHistory of ScienceHistory of EducationCognitive scienceLearning theoryEducation ??? [Is Education a Field of study or a Discipline?]
59Inadequate Training of Science Education Research Community Peter FenshamDefining an Identity (2004)
60Defining an Identity (Kluwer 2004) Interviews with 79 leading science educators from 16 countries (48 being from the USA, Canada, Australia and Britain)Two questions:# Tell me about two of your publications in the field that you regard as significant.# Tell me about three publications by others that have had a major influence on your research.
63Status of the Interviewees 16 Presidents of the National Association for Research in Science Teaching (NARST).10-15 current or past editors of the three major international science education research journals.Authors of scores of books and 100s, if not 1000s, of research articles.Numerous winners of national and international prizes.
64Philosophical Influences #1 Thomas Kuhn ‘Thomas Kuhn’s writings about the nature of science were acknowledged by a number of respondents. The well known Structure of Scientific Revolutions was always cited ..’ (p.56).Fensham notes that: ‘The general reason given [for citing HPS literature] was the respondents’ sense of needing to deepen their own understanding of the nature of science’ (p.56).
65Philosophical Influence #2 Ernst von Glasersfeld Fensham states that: ‘von Glasersfeld’s many writings on personal constructivism have had a very widespread influence on researchers in science education …. In their published research he is regularly cited as a general source for constructivist learning’; he is a person who has had a ‘most significant influence’ on science education research (p.5).
66Inadequate Training of Researchers I Fensham notes one major problem: ‘Most researchers in science education have been teachers in schools, usually secondary ones, before their academic appointments’ (p.164). ‘As part of their preparation for the development tasks, these teachers had opportunities to read and reflect on materials for science teaching in schools and education systems that were different from their own limited experience of science teaching’ (p.22).
67Inadequate Training of Researchers II Fensham observes that: ‘science educators borrow psychological theories of learning … for example Bruner, Gagne and Piaget’ (p.105). ‘The influence of these borrowings is better described as the lifting of slogan-like ideas from these theories’ (p.105). ‘there was a further borrowing of the theoretical ideas of situated cognition that had burst on the educational research scene ..’ (p.139).
68Inadequate Training of Researchers III Michael-Wolf Roth, an interviewee and author of many books and countless journal articles on science learning: ‘When I began teaching more than a decade ago, I had just completed a masters degree in physics, but I did not have any background in educational psychology or methodology.’ (Roth 1993, p.145
69Inadequate Training of Researchers IV Jay Lemke, writes: ‘Science education researchers are not often enough formally trained in the disciplines from which socio-cultural perspectives and research methods derive. Most of us are self-taught or have learned these matters second-hand from others who are also not fully trained’ (Lemke 2001, p.303).
70How to Improve Preparation for HPS&ST Research? Include history and philosophy courses in Education PhD programmesHave historians and philosophers on PhD committeesEncourage joint appointments between History or Philosophy and Education DepartmentsEase publication pressures on new staff so they can study the history and philosophy of science and/or other foundational disciplines
71History, Philosophy and Science Teaching (HPS&ST) as an Academic Field INTERNATIONAL HISTORY, PHILOSOPHY & SCIENCE TEACHING GROUP