![]() In the literature, several studies have used scientists’ life stories (Wieder, 2006) or their works (Solomon, Duveen, & Scot, 1992) in order to investigate students’ understanding of the nature of science. History of Science (HOS) is a way to provide students with a medium to interact with the culture of science. The use of elements in the history of science teaching is related to, among other things, how it is integrated into teaching the epistemological distinction between the framework within which scientific knowledge is born and developed and the framework within which scientific knowledge is an already organized body of issues, contents, and theories (Kuhn, 1962). Regarding the assessment and measurement of how effectively the studied material is absorbed, the traditional method allows teachers to obtain feedback from their students in real time, through verbal communication in the form of questions and answers and through students’ non-verbal responses. However, the traditional method is an economical and structured way of transmitting human cultural heritage and knowledge in an optimally organized manner and finished form. The teacher serves as the students’ source of knowledge (Brooks & Brooks, 1993). The knowledge imparted to the students is regarded as new and foreign to them, but it is absorbed and becomes integrated into their pre-existing knowledge structure built by previous learning and serves as a basis for absorbing new external knowledge. Traditional teaching is content-based and teacher-focused (Mamlok-Naaman, 2011). Traditional and Historical Stories Approaches to Science Education In this approach, students are exposed to scientific facts as well as to the story behind the discovery, and a discussion is held on the way the scientist used his intuition to make the discovery.ġ.1. ![]() However, another approach to teaching the sciences exists, despite not being very prevalent in schools: the historical stories approach, which emphasizes the process and not only the results in teaching scientific content. ![]() In the traditional approach, elements of the history of science either are absent or introduced in a fragmentary way. This traditional approach does not promote students’ active participation in scientific activity because it is based only on results it also engenders unfavorable views of science and alienates students by leading them to believe that only scientists can make discoveries. The prevalent approach to teaching, both generally and specifically in the sciences, focuses on presenting facts and results without taking the scientific process itself into account. The main conclusion is that the scientific curriculum should include adequate scientific subject matter, integrating historical stories in order to encourage students to develop positive attitudes towards and perceptions of science.Īpproach towards the Scientific Endeavor, Historical Stories, History of Science, Science Educationġ. The students noticed that certain circumstances must be present in order to enable a scientist to make his discovery. The results provide evidence for the view that relating the story behind the discovery significantly improves students’ attitudes towards science in comparison with those who study according to a traditional approach. A questionnaire was used to examine the students’ attitudes towards the scientific endeavor. Out of the 542 students, 270 studied a curriculum that included historical stories approach (the experimental group), and 272 studied a curriculum without historical stories approach (the control group). The participants comprised 542 Arab students from northern Israel between the ages of 12 and 16. ![]() The stories referred to discoveries by four scientists: Galvani (the discovery of the electrical current), Fleming (the discovery of penicillin), Archimedes (the discovery of the floating principle), and Kekulé (the discovery of the structure of the benzene ring). This study examined changes in students’ attitudes towards the scientific endeavor by exploring the impact of introducing historical stories and rationales into the science curriculum. Received: DecemAccepted: AugPublished: August 12, 2020 This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). The Academic Arab College for Education in Israel, Haifa, IsraelĬopyright © 2020 by author(s) and Scientific Research Publishing Inc.
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