Thursday, April 13, 2006
History of Science in the Classroom
Learn more about the history of science in the classroom.
http://www.untamedearth.com/ChrissyPodcast.mp3
Christina
http://www.untamedearth.com/index.php?page=podcasts
Script
History of Science Podcast Script
Christina Hepp
One of the most exciting aspects of teaching science is conveying how science is done and engaging students in the process of discovery for themselves. The history of science is one of the best resources for this. The National Science Education Standards use history to elaborate various aspects of scientific inquiry, the nature of science, and science in different historical and cultural perspectives.
Reasons for embracing the history of science in education include:
· A better understanding of scientific concepts and methods;
· A connection between the development of individual thinking with the development of scientific ideas;
· An understanding of the nature of science;
· A humanizing of scientific contents, reduction of formalism in the classroom; and
· An understanding that science is fallible and does not provide absolute truth.
History may be readily encorporated into the classroom by reproducing historical experiments or Presenting primary documents. However, instructors that use a history of science approach
must explicitly address the nature of science in detail, stressing that social pressures as well as observation shape theories. Additionally, students must be taught to regard historical materials in the context of the people of that period—and that they must not place judgment upon the observations of such people. Finally, students must understand the relevance of the historical science they are studying to modern science. Without such an understanding, students cannot interpret and appreciate the development of current theories.
History is particularly beneficial when teaching astronomy to students. Often the abstract concepts of orbits, the structure of the solar system, and even the effects of gravity are beyond the grasp of students. By working through each concept in a historical sense—revealing observations and hypotheses of early astronomers—students not only gain a solid sense of the ideas, but also understand the development of those ideas.
An example of a lesson that might encorporate history, primary sources, and scientific thought is one involving Galileo Galilei. Many students arrive in my class with several misconceptions about Galileo. They often believe that he not only discovered that the Sun was in the center of the solar system, but that he also invented the telescope. Some believe that he was burned at the stake by the Spanish Inquisition. Oddly enough, although they remember these slightly incorrect stories, none of my students have ever known that Galileo was also the first empirical scientist. Galileo approached science with a belief in the fundamental truth of mathematics, and tested his ideas through experimentation—laying the foundation for modern scientific inquiry.
An excellent lesson plan detailing the significance of Galileo’s achievements can be found on the National Endowment for the Humanities EdSitement website. The lesson, titled “Galileo and the Inevitability of Ideas,” not only addresses Galileo’s contributions to the field of astronomy, but also addresses his influence in the burgeoning scientific revolution of the time, and his difficulties with the prevailing thoughts of the time. It also makes a connection with modern science—not only in the current emphasis on experimentation, but also asks students to consider how science is still affected by the prevailing opinions of our time.
After completing this lesson, students could easily create a podcast detailing the importance of Galileo to modern science, as well as the difficulties he faced during his own time. Students could also create a podcast that uses primary source documents to reinact Galileo’s trial before the Inquisition, or they could create a “radio news” segment detailing Galileo’s new contributions to the heliocentric solar system. Students may also wish to conduct a debate between followers of the heliocentric and the geocentric models of the solar system, with the moderator narrating and recording the podcast for presentation online.
There are many resources for teachers wishing to incorporate the history of science in their class curriculum. By including reproductions of historic scientific experiments, or the use of primary source documents, teachers not only expand student’s understanding of the concepts being taught, but they also add a human aspect to the often abstract and numbers-oriented science curriclum.
REFERENCES
Galileo and the Inevitability of Ideas. National Endowment for the Humanities. http://edsitement.neh.gov/view_lesson_plan.asp?ID=278. Accessed April 10, 2006.
National Science Education Standards Overview http://newton.nap.edu/html/nses/overview.html Accessed April 11, 2006.
http://www.untamedearth.com/ChrissyPodcast.mp3
Christina
http://www.untamedearth.com/index.php?page=podcasts
Script
History of Science Podcast Script
Christina Hepp
One of the most exciting aspects of teaching science is conveying how science is done and engaging students in the process of discovery for themselves. The history of science is one of the best resources for this. The National Science Education Standards use history to elaborate various aspects of scientific inquiry, the nature of science, and science in different historical and cultural perspectives.
Reasons for embracing the history of science in education include:
· A better understanding of scientific concepts and methods;
· A connection between the development of individual thinking with the development of scientific ideas;
· An understanding of the nature of science;
· A humanizing of scientific contents, reduction of formalism in the classroom; and
· An understanding that science is fallible and does not provide absolute truth.
History may be readily encorporated into the classroom by reproducing historical experiments or Presenting primary documents. However, instructors that use a history of science approach
must explicitly address the nature of science in detail, stressing that social pressures as well as observation shape theories. Additionally, students must be taught to regard historical materials in the context of the people of that period—and that they must not place judgment upon the observations of such people. Finally, students must understand the relevance of the historical science they are studying to modern science. Without such an understanding, students cannot interpret and appreciate the development of current theories.
History is particularly beneficial when teaching astronomy to students. Often the abstract concepts of orbits, the structure of the solar system, and even the effects of gravity are beyond the grasp of students. By working through each concept in a historical sense—revealing observations and hypotheses of early astronomers—students not only gain a solid sense of the ideas, but also understand the development of those ideas.
An example of a lesson that might encorporate history, primary sources, and scientific thought is one involving Galileo Galilei. Many students arrive in my class with several misconceptions about Galileo. They often believe that he not only discovered that the Sun was in the center of the solar system, but that he also invented the telescope. Some believe that he was burned at the stake by the Spanish Inquisition. Oddly enough, although they remember these slightly incorrect stories, none of my students have ever known that Galileo was also the first empirical scientist. Galileo approached science with a belief in the fundamental truth of mathematics, and tested his ideas through experimentation—laying the foundation for modern scientific inquiry.
An excellent lesson plan detailing the significance of Galileo’s achievements can be found on the National Endowment for the Humanities EdSitement website. The lesson, titled “Galileo and the Inevitability of Ideas,” not only addresses Galileo’s contributions to the field of astronomy, but also addresses his influence in the burgeoning scientific revolution of the time, and his difficulties with the prevailing thoughts of the time. It also makes a connection with modern science—not only in the current emphasis on experimentation, but also asks students to consider how science is still affected by the prevailing opinions of our time.
After completing this lesson, students could easily create a podcast detailing the importance of Galileo to modern science, as well as the difficulties he faced during his own time. Students could also create a podcast that uses primary source documents to reinact Galileo’s trial before the Inquisition, or they could create a “radio news” segment detailing Galileo’s new contributions to the heliocentric solar system. Students may also wish to conduct a debate between followers of the heliocentric and the geocentric models of the solar system, with the moderator narrating and recording the podcast for presentation online.
There are many resources for teachers wishing to incorporate the history of science in their class curriculum. By including reproductions of historic scientific experiments, or the use of primary source documents, teachers not only expand student’s understanding of the concepts being taught, but they also add a human aspect to the often abstract and numbers-oriented science curriclum.
REFERENCES
Galileo and the Inevitability of Ideas. National Endowment for the Humanities. http://edsitement.neh.gov/view_lesson_plan.asp?ID=278. Accessed April 10, 2006.
National Science Education Standards Overview http://newton.nap.edu/html/nses/overview.html Accessed April 11, 2006.
