History of Science in Science Education

This book investigate the influence of a history of
science (HOS) course on pre-service science
teachers understanding of the nature of science
concepts between pre-service science teachers who
enrolled in the meaning of science (MOS) and HOS and
the pre-service teachers who enrolled only in the
HOS course. Qualitatively, interpretative-
descriptive approach and constant comparative
analysis was used to identify similarities and
differences among pre-service teachers views about
nature of scientific knowledge prior to and after
the HOS course.
The results showed that participants who were
enrolled in the MOS and the HOS courses held
adequate views of four or more of the NOS aspects
whereas participants who only enrolled in the HOS
course held adequate views of three or more NOS
aspects.

Autorentext
Behiye Akçay earned her PhD degree at University of Iowa. Her research interests focus on effectiveness of the Nature of Science (NOS) instruction on pre-service science teachers' understanding of the NOS concepts within science method courses and history of science course. She is currently a faculty member at Istanbul University, Turkey

Klappentext
This book investigate the influence of a history of science (HOS) course on pre-service science teachers' understanding of the nature of science concepts between pre-service science teachers who enrolled in the meaning of science (MOS) and HOS and the pre-service teachers who enrolled only in the HOS course. Qualitatively, interpretative- descriptive approach and constant comparative analysis was used to identify similarities and differences among pre-service teachers' views about nature of scientific knowledge prior to and after the HOS course. The results showed that participants who were enrolled in the MOS and the HOS courses held adequate views of four or more of the NOS aspects whereas participants who only enrolled in the HOS course held adequate views of three or more NOS aspects.