| Popis: |
Our objective in this paper is to clarify the contextual approach in science education and to suggest appropriate uses of history in the science classroom from early years through post secondary education. We present a description of the variety of approaches by which teachers and educators may include the history of science in science instruction. This is followed by five sections in which historical approaches appropriate for early years, middle years, senior years, college, and university level learning are discussed. Three years ago we received from the Social Sciences and Humanities Research Council of Canada (SSHRC) what may be considered a sizable grant in education circles to convene two international seminars promoting the inclusion of the history and philosophy of science (HPS) in science education. That this grant was awarded with some hesitation is attested to by the comment made in the accompanying letter, placed at the end of the usual congratulatory remarks: "The general feeling of the committee, however, was that there is no evidence that the inclusion of history in science education is effective in teaching science". It may be relevant to mention that there were no scientists or science educators among members of the awarding committee. |
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