Historical Approaches in German Science Education

Peter Heering

doi:10.12973/eurasia.2014.1080a

Full Text (PDF)

Peter Heering ¹ ^*

More Detail

¹ University of Flensburg, GERMANY^* Corresponding Author

Abstract

Particularly in the second half of the 20th century, historical approaches became relevant in science education. This development can at least in part be explained with the growing awareness of the importance to address Nature of Science aspects in science education. In comparison to the international publications, some particularities can be identified in Germany. Most notably, using historical approaches is mainly limited to the field of physics education, only few approaches can be found in chemistry and hardly any in biology education. Moreover, several approaches have been realized which use historical experiments in educational settings. This paper gives an overall analysis the historical approaches and their role in German science education as well as some insights into current approaches.

Keywords

history of science
nature of science
science as culture
storytelling in science education
historical experiments

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 4, 249-255

https://doi.org/10.12973/eurasia.2014.1080a

Publication date: 15 Dec 2014

Article Views: 1741

Article Downloads: 852

Open Access References How to cite this article

References

Achilles, M. (1996). Historische Versuche der Physik: Funktionsfähig nachgebaut [Historical experiments in physics: functional rebuilt], 2nd Ed.. Frankfurt: Wötzel.
Allchin, D. (2013). Teaching the nature of science: perspectives & resources. Saint Paul: Ships Education Press
Allchin, D. (2012). The Minnesota case study collection: new historical inquiry case studies for nature of science education. Science & Education, 21, 1263-1281.
Allchin, D. (2004). Pseudohistory and pseudoscience. Science & Education, 13, 179-195.
Asmussen, S., & Heering, P. (2014). Ein neuartiger Zugang zu Implementierung historischer Geräte und Experimente im Unterricht [A new approach towards the implementation of historical instruments and experiments in education]. PhyDid A, 13, 1-10. http://www.phydid.de/index.php/phydid/article/view /430/Artikel%20430, last access 11.02.2014.
Barth, M. (2000). Electromagnetic induction rediscovered using original texts. Science & Education, 9, 375-387.
Berg, K. (2010). Tin oxide chemistry from the last decade of the nineteenth century to the first decade of the twentyfirst century: towards the development of a big-picture approach to the teaching and learning of chemistry while focusing on a specific compound or class of compounds. Science & Education, 19, 847-866.
Bevilacqua, F., Giannetto, E., & Matthews, M. R. (2001). Science education and culture: the contribution of history and philosophy of science. Dordrecht: Kluwer.
Chang, H. (2011). How historical experiments can improve scientific knowledge and science education: the cases of boiling water and electrochemistry. Science & Education, 20, 317-341.
Clough, M. P. (2011). The story behind the science: bringing science and scientists to life in post-secondary science education. Science & Education, 20, 701-717.
Conant, J. B. (Ed.). (1957). Harvard case histories in experimental science. Cambridge: Harvard University Press.
Cura, K. (2011). Bunte Welt aus stinkender Masse. Von der Entdeckung der Teerfarbstoffe zur Chemischen Industrie [Colourfull world out of a stinky mass. From the discovery of coal tar dye to the chemical industry]. Praxis der Naturwissenschaften - Chemie in der Schule 60(6), 29-32.
Devons, S. (1987). The art of experiment: teaching science teachers. Hyperfine Interactions, 33, 315 - 326.
Devons, S., & Hartmann, L. (1970). A history-of-physics laboratory. Physics Today, 23, 44-49.
Eckert, M., & Schubert, H. (1986). Kristalle, Elektronen, Transistoren: Von der Gelehrtenstube zur Industrieforschung [Crystals, electrons, transistors: from the academic chamber to the industrial research]. Reinbek bei Hamburg: Rowohlt.
Eggen, P.-O., Kvittingen, L., Lykknes, A., & Wittje, R. (2012). Reconstructing iconic experiments in electrochemistry: experiences from a history of science course. Science & Education, 21, 179-189.
Frercks, J. (2011). Experience and self-reflection: an electricalhistoriographic-didactic experiment. In K. B. Staubermann (Ed.), Reconstruction: recreating science and technology of the past (pp. 171-193). Edinburgh: NMS Enterprises.
Galili, I., & Hazan, A. (2001). The effect of a history-based course in optics on students' views about science. Science & Education, 10, 7-32.
Grebe-Ellis, J. (2005). Grundzüge einer Phänomenologie der Polarisation: Entwicklung einer phänomenologischen Beschreibung der Polarisation als Grundlage für Curricula zur Polarisation in Schule und Hochschule [Main features of a phenomenology of polarisation. Development of a phenomenological description of polarization as a basis of curricula on polarization in school and university]. Berlin: Logos.
Hadzigeorgiou, Y., Klassen, S., & Froese Klassen, C. (2012). Encouraging a romantic understanding of science: The effect of the Nikola Tesla story. Science & Education, 21, 1111-1138.
Hartmann Hoddeson, L. (1971). Pilot experience of teaching a history of physics laboratory. American Journal of Physics, 39, 924-929.
Heering, P. (2003). History - science - epistemology: on the use of historical experiments in physics teacher training In W. McComas (Ed.), Proceedings of the sixth IHPST conference (CD-ROM).
Heering, P. (2000). Getting shocks: teaching secondary school physics through history. Science and Education, 9, 363-373.
Heering, P., & Höttecke, D. (2014) Historical-investigative approaches in science teaching. In M. Matthews (Ed.), International handbook of research in history, philosophy and science teaching. Dordrecht: Springer.
Heering, P., & Klassen, S. (2010). Doing it differently: attempts to improve Millikan’s oil-drop experiment. Physics Education, 45, 382-393.
Heinicke, S. (2012). Aus Fehlern wird man klug: Eine GenetischDidaktische Rekonstruktion des "Messfehlers" [From errors one gets smart: a genetic-didactical reconstruction of the „measurement error“]. Berlin: Logos.
Höttecke, D. (2000). How and what can we learn from replicating historical experiments? A case study. Science & Education, 9, 343-362.
Höttecke, D., Henke, A., & Riess, F. (2012). Implementing history and philosophy in science teaching: strategies, methods, results and experiences from the European HIPST project. Science & Education, 21, 1233-1261.
Höttecke, D., & Silva, C. (2011). Why implementing history and philosophy in school science education is a challenge: an analysis of obstacles. Science & Education, 20, 293-316.
Irwin, A. R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84, 5-26.
Joule, J.P. (1850). On the mechanical equivalent of heat. Philosophical Transactions of the Royal Society of London, 140, 61-82.
Kipnis, N. (1996). The ‘historical-investigative’ approach to teaching science. Science & Education, 5, 277-292.
Kipnis, N. (1993). Rediscovering optics. Minneapolis: Bena Press.
Klassen, S. (2010). The relation of story structure to a model of conceptual change in science learning. Science & Education, 19, 305-317.
Kubli, F. (2005). Mit Geschichten und Erzählungen motivieren : Beispiele für den mathematisch-naturwissenschaftlichen Unterricht [Motivating with stories and narrations: examples for mathematical and scientific education]. Köln: Aulis Verlag Deubner.
Kuhn, T.S. (1959). Energy conservation as an example of simultaneous discovery. In M. Clagett (Ed.), Critical problems in the history of science (pp 321-356). Madison: University of Wisconsin Press.
Liu, S.-C. (2005). The alternative models of the universe: a crosscultural study on students' and historical ideas about the heavens and the earth. Oldenburg: Didaktisches Zentrum, Carlvon-Ossietzky-University.
Mach, E. (1912). Die Mechanik in ihrer Entwicklung historischkritisch dargestellt [The Science of Mechanics: A critical and historical account of ist development]. 7th Ed., Leipzig: Brockhaus.
Mamlok-Naaman, R., Ben-Zvi, R., Hofstein, A., Menis, J., & Erduran, S. (2005). Influencing students' attitudes towards science by exposing them to a historical approach. International Journal of Science and Mathematics Education, 3, 485-507.
Markert, M. (2013). History of science in school biology textbooks. In P. Heering, S. Klassen, & D. Metz (Eds.), Enabling scientific understanding through historical instruments and experiments in formal and non-formal learning environments (pp. 313-322). Flensburg: Flensburg University Press.
Markert, M. (2012). "Historische Mikroskopie" im Unterricht [„Historical microscopy“ in education]. In P. Heering, M. Markert, & H. Weber (Eds.), Experimentelle Wissenschaftsgeschichte didaktisch nutzbar machen: Ideen, Überlegungen und Fallstudien (pp. 29-44). Flensburg: Flensburg University Press.
Matthews, M. (Ed.) (2014). International handbook of research in history, philosophy and science teaching. Dordrecht: Springer.
Matthews, M. (2000). Time for science education: how teaching the history and philosophy of pendulum motion can contribute to science literacy. New York: Kluwer/Plenum.
Matthews, M. (1994). Science teaching: the role of history and philosophy of science. New York: Routledge.
Matthews, M. (1992). History, philosophy, and science teaching: the present rapprochement. Science & Education, 1, 11-47.
Matuschek, C. & Jansen, W. (1992). Das HistorischProblemorientierte Unterrichtsverfahren [The historical problem-oriented teaching procedure]. In P. Pfeifer, K. Häusler, B. Lutz (Eds.), Konkrete Fachdidaktik Chemie (pp. 119-121 and 223-230). München: Oldenbourg.
McComas, W. (2008). Seeking historical examples to illustrate key aspects of the nature of science. Science & Education, 17, 249-263.
Meya, J, &, Sibum, H.O. (1987). Das fünfte Element [The fifth element]. Reinbek: Rowohlt.
Niaz, M. (2000). The oil drop experiment: a rational reconstruction of the Millikan–Ehrenhaft controversy and its implications for chemistry textbooks. Journal of Research in Science Teaching 37, 480-508.
Osewold, D. (2007). Konzepte zur mechanischen Welle: eine historisch-didaktische Rekonstruktion [Concepts of the mechanical wave: a historic-didactical reconstruction]. Oldenburg: Didaktisches Zentrum.
Osteroth, D. (1985). Soda, Teer und Schwefelsäure: Der Weg zur Großchemie [Soda, tar, and sulphuric acid. The path towards industrial chemistry]. Reinbek: Rowohlt.
Panusch, M. (2012). Bestimmung der Elementarladung à la Millikan 1911 [Determination of the elementary charge a la Millikan 1911]. In P. Heering, M. Markert & H. Weber (Eds.), Experimentelle Wissenschaftsgeschichte didaktisch nutzbar machen: Ideen, Überlegungen und Fallstudien (pp. 111-131). Flensburg: Flensburg University Press.
Poggendorff, J. C. (1879). Geschichte der Physik [History of Physics]. Leipzig: Johann Ambrosius Barth.
Pukies, J. (1979). Das Verstehen der Naturwissenschaften [The understanding of science]. Braunschweig: Westermann.
Rieß, F. (2000). History of physics in science teacher training in Oldenburg. Science & Education, 9, 399-402.
Rieß, F. (1995). Teaching science and the history of science by redoing historical experiments In: F. Finlay, D. Allchin, D. Rhees,& S. Fifield (Eds.), Proceedings of the Third International History, Philosophy, and Science Teaching Conference (pp. 958-966). Minneapolis: University of Minnesota.
Rieß, F. & Schulz, R. (1994). Naturwissenschaftslernen als Textverstehen und Geräteverstehen - Naturwissenschaftsdidaktik in hermeneutischer Absicht und die Rekonstruktion historischer Experimentierpraxis [Learning science as understanding of texts and understanding of instrument – science didactics in hermeneutic intention and the reconstruction of historical experimental practice]. In: W. Misgeld, K.P. Ohly, H. Rühaak & H. Wiemann (Eds.), Historisch-genetisches Lernen in den Naturwissenschaften (pp. 185-204).
Weinheim: DSV. Rosenberger, F. (1882). Die Geschichte der Physik in Grundzügen [The history of physics in main features]. Braunschweig: Vieweg.
Sibum, H. O. (1995). Reworking the mechanical value of heat: instruments of precision and gestures of accuracy in early Victorian England. Studies in the History and Philosophy of Science, 26, 73-106.
Sichau, C. (2000). Practising helps: thermodynamics, history, and experiment. Science & Education, 9, 389-398.
Siemsen, H. (2014). Ernst Mach: A genetic introduction to his educational theory and pedagogy. In M. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 2329-2357). Dordrecht: Springer.
Teichmann, J. (1999). Studying Galileo at secondary school: a reconstruction of his ‘jumping-hill’ experiment and the process of discovery. Science & Education, 8, 121-136.
Teichmann, J. (1979). Die Rekonstruktion historischer Modelle und Experimente für den Unterricht - drei Beispiele [The reconstruction of historical models and experiments for education – three examples]. Physik und Didaktik 4, 267 - 282.
Wagenschein, M. (1968). Verstehen Lehren [Teaching understanding]. Weinheim: Beltz.
Wilke, H.-J. (1988). Physikalische Schulexperimente: Historische Experimente [Physical school experiments: historical experiments]. Berlin: Volk u. Wissen.

How to cite this article

APA

Heering, P. (2014). Historical Approaches in German Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 249-255. https://doi.org/10.12973/eurasia.2014.1080a

Vancouver

Heering P. Historical Approaches in German Science Education. EURASIA J Math Sci Tech Ed. 2014;10(4):249-55. https://doi.org/10.12973/eurasia.2014.1080a

AMA

Heering P. Historical Approaches in German Science Education. EURASIA J Math Sci Tech Ed. 2014;10(4), 249-255. https://doi.org/10.12973/eurasia.2014.1080a

Chicago

Heering, Peter. "Historical Approaches in German Science Education". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 4 (2014): 249-255. https://doi.org/10.12973/eurasia.2014.1080a

Harvard

Heering, P. (2014). Historical Approaches in German Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), pp. 249-255. https://doi.org/10.12973/eurasia.2014.1080a

MLA

Heering, Peter "Historical Approaches in German Science Education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 4, 2014, pp. 249-255. https://doi.org/10.12973/eurasia.2014.1080a