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The Effect of Using the History of Science in Science Lessons on Meaningful Learning

Seker, Hayati
http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This dissertation presents a four-month study which investigated the effectiveness of curriculum materials incorporating the history of science on learning science, understanding the nature of science, and students’ interest in science. With regards to these objectives, three different class contexts were developed with three main types of historical information. In the first class context, the similarities between students’ alternative ideas and scientific concepts from the history of science were considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were used without connection to the concepts of science or nature of science. Ninety-four eighth-grade students were randomly assigned to four classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the four classrooms were taught using the contexts provided by the history of science while the fourth class was taught in the same way that the teacher had used in previous years. The effects on student meaningful learning, perceptions of the nature of science, and interest in science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the first class context were higher than other classes but the differences between classes were not significant. The history of science affected student perceptions of the process of science and the role of inference in the process of science. Stories from scientists’ personal lives consistently stimulated student interest in science, while discussions of scientific methods without these stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest in science has major importance for the teaching of science. This research also helps to clarify different class contexts which can be provided with different types and uses of historical information.
Arthur White (Advisor)
253 p.
Education, Sciences
Science Education; Science History; History of Science; Nature of Science; Individual Interest; Situational Interest

Recommended Citations

Citations

  • Seker, H. (2004). The Effect of Using the History of Science in Science Lessons on Meaningful Learning [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671

    APA Style (7th edition)

  • Seker, Hayati. The Effect of Using the History of Science in Science Lessons on Meaningful Learning. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671.

    MLA Style (8th edition)

  • Seker, Hayati. "The Effect of Using the History of Science in Science Lessons on Meaningful Learning." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671

    Chicago Manual of Style (17th edition)

osu1094838671
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© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.