Why Implementing History and Philosophy in School Science Education Is a Challenge: An Analysis of Obstacles

Autor/inn/en	Hottecke, Dietmar; Silva, Cibelle Celestino
Titel	Why Implementing History and Philosophy in School Science Education Is a Challenge: An Analysis of Obstacles
Quelle	In: Science & Education, 20 (2011) 3-4, S.293-316 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-010-9285-4
Schlagwörter	Textbooks; Science Education; Teaching Methods; Teacher Attitudes; Teaching Skills; Teaching Models; History; Barriers; Science Teachers; Epistemology; Science Instruction + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrmodell; Geschichte; Geschichtsdarstellung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: (1) culture of teaching physics; (2) teachers' skills, epistemological and didactical attitudes and beliefs; (3) institutional framework of science teaching; and (4) textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10