Slide no.1

Journal & Book review

Journal no.19

Research Report

Using the history of science to promote students’ problem-solving ability

Huann-shyang Lin, Jui-ying Hung & Su-chu Hung, National Kaoshing Normal University

Presented by:

FARIDAH BT MD AKHIR

MP 121247

Slide no.2

Introduction

Many researchers have argued about why the history of science can promote students’ conceptual understanding.

Selley (1996) found that many of children’s non-scientific ideas about light and vision often resemble those of the pre-scientific philosophers.

e.g: the ideas that light reflected from the eye and that a visual ray is unable to penetrate total darkness were discussed by Plato.

If students were taught to accept the idea totally without introducing appropriate intervention, they may be forced to rote-learn statements that are meaningless to them.

Therefore, the introduction to historical development of a concept might help students to reflect on their original ideas and appreciate the superior explanatory power of the more advanced model.

If students participated in many active activities, they can construct their own understanding instead of being forced to remember the statements.

A study by Klopfer & Cooley (1963) shows that history of science could promote the students’ understanding about the nature of science even though students did not achieved a better result in science.

Slide no.3

Research report

1. Aim of the study: To investigate the effectiveness of integrating history into science teaching and focused on students’ qualitative understanding and application of scientific concepts.

2. Methodology : 2.1 Instruments :

i. 3 conceptual problem-solving tests were used

ii. Length of study: 1-year

2.2 Treatment :

Emphasized conceptual understanding & applications

Little / no mathematical calculations required to solve problems

Treatment

Package 1

Topic: atmospheric pressure & gas properties

Why water cannot be withdrawn by a pump from a water well which is deeper than 10 m?

Experimental group

Control group

Demonstration

Students given task

Explanation from instructor using analogs of story

Package 2

Topic: development of atomic weight

How earlier scientists distinguished the difference between atoms & molecules?

Experimental group

Control group

Assignments

Discussion

No. of conceptual

test

No. of items

Topics tested

1 5 Density, pressure, water pressure, and heat capacity

2 3 Atmospheric pressure and gas properties

3 4 Atom, molecule, atomic weight, and molecular weight, variety of chemical reactions

2.3 Procedure :

Teacher who participated in the study has already took the history of science course and familiar with the content.

Venue of the study: typical school in southern city of Kaoshiung, Taiwan

Respondent:

i. students from families with different socio-economic backgroundsii. 2 classes of studentsiii. Similar academic achievement

- One group become experimental group (n = 37)- One group become control group (n = 30)

Results & Discussion

Conceptual Test no. Results1 Control & experimental groups performed poorly on this test2 No significant impact on the experimental group3

Summary

1. Variety teaching strategies can enhance teacher-student interactions2. History is capable to enhance student problem solving ability