Research Article
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Year 2021, Volume: 14 Issue: 4, 697 - 719, 19.10.2021
https://doi.org/10.30831/akukeg.909617

Abstract

References

  • Bächtold, M., & Munier, V. (2019). Teaching energy in high school by making use of history and philosophy of science. Journal of Research in Science Teaching, 56(6), 765–796. https://doi.org/10.1002/tea.21522
  • Bakanay, Ç. D., & Çakır, M. (2016). Phenomenology and its reflections on science education research review. International Online Journal of Educational Sciences, 8(4), 161–177. https://doi.org/10.15345/iojes.2016.04.014
  • Burns, M., & Peacock, S. (2019). Interpretive phenomenological methodologists in nursing: A critical analysis and comparison. Nursing Inquiry, 26(2). https://doi.org/10.1111/nin.12280
  • Chapel, F. M. (2004). The use of the history of science as a motivational tool in middle school science [Unpublished doctoral dissertation]. Fielding Graduate Institute, California.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis (12th Edition). Pearson.
  • Çıbık, A. S. (2016). The effect of project-based history and nature of science practices on the change of nature of scientific knowledge. International Journal of Environmental and Science Education, 11(4), 453–472. https://doi.org/10.12973/ijese.2016.331a
  • Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science and Education, 20(7), 701–717. https://doi.org/10.1007/s11191-010-9310-7
  • Cresswell, J. W., & Creswell, D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Creswell, J. W. (2014). Research design. SAGE.
  • Creswell, John W. (2013). Qualitative inquiry and research design. In Qualitative inquiry and research design. SAGE.
  • Cross, C. R. (1916). The teaching of the history of science. Science, 43(1105), 316. https://doi.org/10.1126/science.43.1105.316-a
  • Dougherty, C., & Moore, R. (2019). Educators’ beliefs about teaching science and social studies in K-3. Issue Brief. In the ACT, Inc.
  • Emren, M., İrez, S., & Doğan, Ö. K. (2019). An assessment of the effects of biology lessons enriched with the history of science on students' attitudes towards science and biology lessons and understandings of nature of science: A case of 'Energy transformation in organisms' Unit. Trakya Journal of Education, 9(3), 527–548. https://doi.org/10.24315/tred.499849
  • Farris, A. V., Dickes, A. C., & Sengupta, P. (2019). Learning to interpret measurement and motion in fourth grade computational modelling. Science and Education, 28(8), 927–956. https://doi.org/10.1007/s11191-019-00069-7
  • Fouad, K. E., Masters, H., & Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science and Education, 24(9–10), 1103–1140. https://doi.org/10.1007/s11191-015-9783-5
  • Fusti, R., & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of ‘the atom.’ International Journal of Science Education, 22(9), 993–1009. https://doi.org/10.1080/095006900416875
  • Gandolfi, H. E. (2018). Different people in different places: Secondary school students’ knowledge about history of science. Science and Education, 27(3–4), 259–297. https://doi.org/10.1007/s11191-018-9971-1
  • Gandolfi, H. E. (2020). “I didn’t know how that could come to this curriculum”: Teacher’s growth through the development of materials about nature of science. Journal of Science Teacher Education, 1–21. https://doi.org/10.1080/1046560X.2020.1730049
  • Garik, P., Garbayo, L., Benétreau-Dupin, Y., Winrich, C., Duffy, A., Gross, N., & Jariwala, M. (2015). Teaching the conceptual history of physics to physics teachers. Science and Education, 24(4), 387–408. https://doi.org/10.1007/s11191-014-9731-9
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  • Grüne-Yanoff, T. (2014). Teaching philosophy of science to scientists: Why, what and how. European Journal for Philosophy of Science, 4(1), 115–134. https://doi.org/10.1007/s13194-013-0078-x
  • Hadzigeorgiou, Y. (2006). Humanizing the teaching of physics through storytelling: The case of current electricity. Physics Education, 41(1), 42–46. https://doi.org/10.1088/0031-9120/41/1/003
  • Harding, S. (2017). Précis of objectivity and diversity: Another logic of scientific research. Philosophical Studies, 174(7), 1801–1806. https://doi.org/10.1007/s11098-016-0835-8
  • Hodson, D. (2019). Towards scientific literacy. In Towards scientific literacy. Brill | Sense. https://doi.org/10.1163/9789087905071
  • Irzik, G., & Nola, R. (2014). New directions for nature of science research. In International Handbook of Research in History, Philosophy and Science Teaching (pp. 999–1021). https://doi.org/10.1007/978-94-007-7654-8_30
  • Kampourakis, K. (2019). A (really useful) companion to the history of science. Science & Education, 28(6–7), 823–825. https://doi.org/10.1007/s11191-019-00046-0
  • Kandil İngeç, Ş., Erdemir, M., & Tekfidan, K. (2016). Analysis of candidate teachers’ opinions on how to benefit from history of science in science education according to decision-making strategies. Journal of Human Sciences, 13(3), 4831. https://doi.org/10.14687/jhs.v13i3.4039
  • Kim, S. Y., & Irving, K. E. (2010). History of science as an instructional context: Student learning in genetics and nature of science. Science and Education, 19(2), 187–215. https://doi.org/10.1007/s11191-009-9191-9
  • Klassen, S. (2009). The Construction and analysis of a science story: A proposed methodology. Science & Education, 18(3–4), 401–423. https://doi.org/10.1007/s11191-008-9141-y
  • Kokkotas, P., Piliouras, P., Malamitsa, K., & Stamoulis, E. (2009). Teaching physics to in-service primary school teachers in the context of the history of science: The case of falling bodies. Science and Education, 18(5), 609–629. https://doi.org/10.1007/s11191-008-9139-5
  • Laçin-Şimşek, C. (2019). What can stories on history of science give to students? Thoughts of science teachers candidates. International Journal of Instruction, 12(1), 99–112. https://doi.org/10.29333/iji.2019.1217a
  • Lin, C. Y., Cheng, J. H., & Chang, W. H. (2010). Making science vivid: Using a historical episodes map. International Journal of Science Education, 32(18), 2521–2531. https://doi.org/10.1080/09500691003746015
  • Lin, H. S., & Chen, C. C. (2002). Promoting pre-service chemistry teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773–792. https://doi.org/10.1002/tea.10045
  • Ma, Y., & Wan, Y. (2017). History of science content analysis of Chinese science textbooks from the perspective of acculturation. Science and Education, 26(6), 669–690. https://doi.org/10.1007/s11191-017-9914-2
  • Machado, J., & Braga, M. A. B. (2016). Can the history of science contribute to modelling in physics teaching?: The case of Galilean studies and Mario Bunge's epistemology. Science and Education, 25(7–8), 823–836. https://doi.org/10.1007/s11191-016-9844-4
  • Matthews, M. R. (1989). A role for history and philosophy in science teaching. Interchange, 20(2), 3–15. https://doi.org/10.1007/BF01807043
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. In The Jossey-Bass higher and adult education series (Fourth ed, Vol. 2nd). Jossey-Bass. https://doi.org/10.1097/NCI.0b013e3181edd9b1
  • Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a foundation for the use of historical narratives. Science and Education, 16(3–5), 313–334. https://doi.org/10.1007/s11191-006-9024-z
  • Niaz, M. (2016). History and philosophy of science as a guide to understanding nature of science. Revista Científica, 1(24), 7. https://doi.org/10.14483/udistrital.jour.rc.2016.24.a1
  • Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science. Science Education, 89(4), 535–563. https://doi.org/10.1002/sce.20063
  • Nouri, N., McComas, W. F., & Aponte-Martinez, G. J. (2019). Instructors’ rationales and strategies for teaching history of science in pre-service settings: Illustrations from multiple cases with ımplications for science teacher education. Science and Education, 28(3–5), 367–389. https://doi.org/10.1007/s11191-019-00055-z
  • Patton, M. Q. (2014). Qualitative research & evaluation methods. SAGE.
  • Petersen, I., Herzog, S., Bath, C., & Fleißner, A. (2020). Contextualisation of factual knowledge in genetics: A pre-and post-survey of undergraduates’ understanding of the nature of science. Interdisciplinary Journal of Environmental and Science Education, 16(2). https://doi.org/10.29333/ijese/7816
  • Rudge, D. W., & Howe, E. M. (2009). An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science and Education, 18(5), 561–580. https://doi.org/10.1007/s11191-007-9088-4
  • Sarton, G. (1930). The teaching of the history of science (Vol. 13, Issue 2, pp. 272-297). https://doi.org/10.1086/346456
  • Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42. https://doi.org/10.1177/2049463714541642
  • Song, J., & Kim, K. S. (1999). How Korean students see scientists: The images of the scientist. International Journal of Science Education, 21(9), 957–977. https://doi.org/10.1080/095006999290255
  • Suprapto, N., Mubarok, H., & Adam, A. S. (2019). Understanding the nature of science through a content analysis of dynamic fluid: Voices of pre-service physics teachers. Journal of Physics: Conference Series, 1417(1), 12073. https://doi.org/10.1088/1742-6596/1417/1/012073
  • Şeker, H., İrez, S., & Kahveci, A. (2013). “Fen Derslerinde Bilim Tarihinin Kullanımının Geliştirilmesi” [Improving the Use of the History of Science in Science Classes] Project, (SOBAG-109K250). Tübitak, Ankara.
  • Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The History and philosophy of science in physics teaching: A research synthesis of didactic ınterventions. Science and Education, 21(6), 771–796. https://doi.org/10.1007/s11191-009-9217-3
  • Wandersee, J. H. (1986). Can the history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23(7), 581–597. https://doi.org/10.1002/tea.3660230703
  • Weinberg, A. E., Trott, C. D., & Sample McMeeking, L. B. (2018). Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education, 102(6), 1155–1175. https://doi.org/10.1002/sce.21453
  • Williams, C. T., & Rudge, D. W. (2016). Emphasizing the history of genetics in an explicit and reflective approach to teaching the nature of science: A pilot study. Science and Education, 25(3–4), 407–427. https://doi.org/10.1007/s11191-016-9821-y
  • Yin, R. (2014). Case study research : design and methods (5 edition.). SAGE.

Preservice Teachers’ Experience of History and Philosophy of Science Course: A Phenomenological Research

Year 2021, Volume: 14 Issue: 4, 697 - 719, 19.10.2021
https://doi.org/10.30831/akukeg.909617

Abstract

This research aimed to lay bare preservice teachers experience of history and philosophy of science courses. Being a phenomenological design, this research has 19 preservice teachers (age range 19-22 years; 10 male, 9 female) in its research group. Semi-structured interviews collected data of the study. Seven open-ended questions prepared by the researchers regarding this research were directed at the preservice teachers. This data was analysed by content analysis within the frame of descriptive phenomenology. At the end of this research, preservice teacher experiences of history and philosophy of science were gathered under the following main themes: “In my opinion, the history and philosophy of science course…,” “What kind of teaching I would do if it were me?” and “Have my Expectations Been Met?” It was determined that preservice teachers support constructivist teaching, they use positive expressions concerning the course's educative and directive aspects, and they made some suggestions. One view that has come to the fore in the research was that a preservice teacher should complete this course. It can be suggested that preservice teachers should complete this course for their proficiency and personal growth.

References

  • Bächtold, M., & Munier, V. (2019). Teaching energy in high school by making use of history and philosophy of science. Journal of Research in Science Teaching, 56(6), 765–796. https://doi.org/10.1002/tea.21522
  • Bakanay, Ç. D., & Çakır, M. (2016). Phenomenology and its reflections on science education research review. International Online Journal of Educational Sciences, 8(4), 161–177. https://doi.org/10.15345/iojes.2016.04.014
  • Burns, M., & Peacock, S. (2019). Interpretive phenomenological methodologists in nursing: A critical analysis and comparison. Nursing Inquiry, 26(2). https://doi.org/10.1111/nin.12280
  • Chapel, F. M. (2004). The use of the history of science as a motivational tool in middle school science [Unpublished doctoral dissertation]. Fielding Graduate Institute, California.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis (12th Edition). Pearson.
  • Çıbık, A. S. (2016). The effect of project-based history and nature of science practices on the change of nature of scientific knowledge. International Journal of Environmental and Science Education, 11(4), 453–472. https://doi.org/10.12973/ijese.2016.331a
  • Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science and Education, 20(7), 701–717. https://doi.org/10.1007/s11191-010-9310-7
  • Cresswell, J. W., & Creswell, D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Creswell, J. W. (2014). Research design. SAGE.
  • Creswell, John W. (2013). Qualitative inquiry and research design. In Qualitative inquiry and research design. SAGE.
  • Cross, C. R. (1916). The teaching of the history of science. Science, 43(1105), 316. https://doi.org/10.1126/science.43.1105.316-a
  • Dougherty, C., & Moore, R. (2019). Educators’ beliefs about teaching science and social studies in K-3. Issue Brief. In the ACT, Inc.
  • Emren, M., İrez, S., & Doğan, Ö. K. (2019). An assessment of the effects of biology lessons enriched with the history of science on students' attitudes towards science and biology lessons and understandings of nature of science: A case of 'Energy transformation in organisms' Unit. Trakya Journal of Education, 9(3), 527–548. https://doi.org/10.24315/tred.499849
  • Farris, A. V., Dickes, A. C., & Sengupta, P. (2019). Learning to interpret measurement and motion in fourth grade computational modelling. Science and Education, 28(8), 927–956. https://doi.org/10.1007/s11191-019-00069-7
  • Fouad, K. E., Masters, H., & Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science and Education, 24(9–10), 1103–1140. https://doi.org/10.1007/s11191-015-9783-5
  • Fusti, R., & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of ‘the atom.’ International Journal of Science Education, 22(9), 993–1009. https://doi.org/10.1080/095006900416875
  • Gandolfi, H. E. (2018). Different people in different places: Secondary school students’ knowledge about history of science. Science and Education, 27(3–4), 259–297. https://doi.org/10.1007/s11191-018-9971-1
  • Gandolfi, H. E. (2020). “I didn’t know how that could come to this curriculum”: Teacher’s growth through the development of materials about nature of science. Journal of Science Teacher Education, 1–21. https://doi.org/10.1080/1046560X.2020.1730049
  • Garik, P., Garbayo, L., Benétreau-Dupin, Y., Winrich, C., Duffy, A., Gross, N., & Jariwala, M. (2015). Teaching the conceptual history of physics to physics teachers. Science and Education, 24(4), 387–408. https://doi.org/10.1007/s11191-014-9731-9
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  • Grüne-Yanoff, T. (2014). Teaching philosophy of science to scientists: Why, what and how. European Journal for Philosophy of Science, 4(1), 115–134. https://doi.org/10.1007/s13194-013-0078-x
  • Hadzigeorgiou, Y. (2006). Humanizing the teaching of physics through storytelling: The case of current electricity. Physics Education, 41(1), 42–46. https://doi.org/10.1088/0031-9120/41/1/003
  • Harding, S. (2017). Précis of objectivity and diversity: Another logic of scientific research. Philosophical Studies, 174(7), 1801–1806. https://doi.org/10.1007/s11098-016-0835-8
  • Hodson, D. (2019). Towards scientific literacy. In Towards scientific literacy. Brill | Sense. https://doi.org/10.1163/9789087905071
  • Irzik, G., & Nola, R. (2014). New directions for nature of science research. In International Handbook of Research in History, Philosophy and Science Teaching (pp. 999–1021). https://doi.org/10.1007/978-94-007-7654-8_30
  • Kampourakis, K. (2019). A (really useful) companion to the history of science. Science & Education, 28(6–7), 823–825. https://doi.org/10.1007/s11191-019-00046-0
  • Kandil İngeç, Ş., Erdemir, M., & Tekfidan, K. (2016). Analysis of candidate teachers’ opinions on how to benefit from history of science in science education according to decision-making strategies. Journal of Human Sciences, 13(3), 4831. https://doi.org/10.14687/jhs.v13i3.4039
  • Kim, S. Y., & Irving, K. E. (2010). History of science as an instructional context: Student learning in genetics and nature of science. Science and Education, 19(2), 187–215. https://doi.org/10.1007/s11191-009-9191-9
  • Klassen, S. (2009). The Construction and analysis of a science story: A proposed methodology. Science & Education, 18(3–4), 401–423. https://doi.org/10.1007/s11191-008-9141-y
  • Kokkotas, P., Piliouras, P., Malamitsa, K., & Stamoulis, E. (2009). Teaching physics to in-service primary school teachers in the context of the history of science: The case of falling bodies. Science and Education, 18(5), 609–629. https://doi.org/10.1007/s11191-008-9139-5
  • Laçin-Şimşek, C. (2019). What can stories on history of science give to students? Thoughts of science teachers candidates. International Journal of Instruction, 12(1), 99–112. https://doi.org/10.29333/iji.2019.1217a
  • Lin, C. Y., Cheng, J. H., & Chang, W. H. (2010). Making science vivid: Using a historical episodes map. International Journal of Science Education, 32(18), 2521–2531. https://doi.org/10.1080/09500691003746015
  • Lin, H. S., & Chen, C. C. (2002). Promoting pre-service chemistry teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773–792. https://doi.org/10.1002/tea.10045
  • Ma, Y., & Wan, Y. (2017). History of science content analysis of Chinese science textbooks from the perspective of acculturation. Science and Education, 26(6), 669–690. https://doi.org/10.1007/s11191-017-9914-2
  • Machado, J., & Braga, M. A. B. (2016). Can the history of science contribute to modelling in physics teaching?: The case of Galilean studies and Mario Bunge's epistemology. Science and Education, 25(7–8), 823–836. https://doi.org/10.1007/s11191-016-9844-4
  • Matthews, M. R. (1989). A role for history and philosophy in science teaching. Interchange, 20(2), 3–15. https://doi.org/10.1007/BF01807043
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. In The Jossey-Bass higher and adult education series (Fourth ed, Vol. 2nd). Jossey-Bass. https://doi.org/10.1097/NCI.0b013e3181edd9b1
  • Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a foundation for the use of historical narratives. Science and Education, 16(3–5), 313–334. https://doi.org/10.1007/s11191-006-9024-z
  • Niaz, M. (2016). History and philosophy of science as a guide to understanding nature of science. Revista Científica, 1(24), 7. https://doi.org/10.14483/udistrital.jour.rc.2016.24.a1
  • Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science. Science Education, 89(4), 535–563. https://doi.org/10.1002/sce.20063
  • Nouri, N., McComas, W. F., & Aponte-Martinez, G. J. (2019). Instructors’ rationales and strategies for teaching history of science in pre-service settings: Illustrations from multiple cases with ımplications for science teacher education. Science and Education, 28(3–5), 367–389. https://doi.org/10.1007/s11191-019-00055-z
  • Patton, M. Q. (2014). Qualitative research & evaluation methods. SAGE.
  • Petersen, I., Herzog, S., Bath, C., & Fleißner, A. (2020). Contextualisation of factual knowledge in genetics: A pre-and post-survey of undergraduates’ understanding of the nature of science. Interdisciplinary Journal of Environmental and Science Education, 16(2). https://doi.org/10.29333/ijese/7816
  • Rudge, D. W., & Howe, E. M. (2009). An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science and Education, 18(5), 561–580. https://doi.org/10.1007/s11191-007-9088-4
  • Sarton, G. (1930). The teaching of the history of science (Vol. 13, Issue 2, pp. 272-297). https://doi.org/10.1086/346456
  • Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42. https://doi.org/10.1177/2049463714541642
  • Song, J., & Kim, K. S. (1999). How Korean students see scientists: The images of the scientist. International Journal of Science Education, 21(9), 957–977. https://doi.org/10.1080/095006999290255
  • Suprapto, N., Mubarok, H., & Adam, A. S. (2019). Understanding the nature of science through a content analysis of dynamic fluid: Voices of pre-service physics teachers. Journal of Physics: Conference Series, 1417(1), 12073. https://doi.org/10.1088/1742-6596/1417/1/012073
  • Şeker, H., İrez, S., & Kahveci, A. (2013). “Fen Derslerinde Bilim Tarihinin Kullanımının Geliştirilmesi” [Improving the Use of the History of Science in Science Classes] Project, (SOBAG-109K250). Tübitak, Ankara.
  • Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The History and philosophy of science in physics teaching: A research synthesis of didactic ınterventions. Science and Education, 21(6), 771–796. https://doi.org/10.1007/s11191-009-9217-3
  • Wandersee, J. H. (1986). Can the history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23(7), 581–597. https://doi.org/10.1002/tea.3660230703
  • Weinberg, A. E., Trott, C. D., & Sample McMeeking, L. B. (2018). Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education, 102(6), 1155–1175. https://doi.org/10.1002/sce.21453
  • Williams, C. T., & Rudge, D. W. (2016). Emphasizing the history of genetics in an explicit and reflective approach to teaching the nature of science: A pilot study. Science and Education, 25(3–4), 407–427. https://doi.org/10.1007/s11191-016-9821-y
  • Yin, R. (2014). Case study research : design and methods (5 edition.). SAGE.
There are 54 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Sevim Bezen 0000-0002-0304-5314

Celal Bayrak 0000-0002-9269-2029

Publication Date October 19, 2021
Submission Date April 4, 2021
Published in Issue Year 2021 Volume: 14 Issue: 4

Cite

APA Bezen, S., & Bayrak, C. (2021). Preservice Teachers’ Experience of History and Philosophy of Science Course: A Phenomenological Research. Journal of Theoretical Educational Science, 14(4), 697-719. https://doi.org/10.30831/akukeg.909617