Why study the history of science?
As a science educator, and possibly as a trainer of other science teachers one day, it is imperative that I have a better overall knowledge and appreciation for the history of science. I should have a greater understanding of science in terms of other societies such as India and China and have an overall more astute comprehension of the role of science in civilization and human history in general, including socially, philosophically, economically, technologically, and even militarily. I hope to learn to be a more proficient researcher, and I am fortunate to be able to utilize the tremendous history of science collection at the University of Oklahoma.
Why include history of science in science instruction?
Many national and state science learning standards are including history of science, science as inquiry, nature of science, and science in personal and social perspectives. Students have often heard of some of the more famous scientists, such as Darwin, Einstein and Newton, and they can be made relatable and personalized by the teacher. Others they have heard of indirectly but don't realize it, such as Pasteur (pasteurized milk) and Lister (Listerine). They also often don't realize how recent many important scientific advances they take for granted are in terms of human history. One of the things that drew me to the PhD program I am in at OU was my exposure to the Learning Cycle in Dr. Pedersen's workshop last summer. This philosophy encourages students to learn concepts with limited prior knowledge by obtaining data and then analyzing it to draw out concepts, much as scientists, especially early ones, have done throughout history. It shows students how scientists have actually done science historically including its methods, achievements, and even limitations.
How can I and other science educators benefit from studying history of science? What can we gain?
I and science educators in general can benefit from studying the history of science for all of the reasons listed above. Of course their students in turn will benefit as well. I have always enjoyed studying history in general, and learning about it in the context of the history of science just makes it that much more rewarding and enriching for me. The idea of historiography is new to me, but also very intriguing. My training and interests have always focused on the life sciences and I am especially fascinated by the development of microbiology as a science, and how it has benefitted us. The battle between biogenesis and abiogenesis proponents and the religious, philosophical, and cultural implications of that battle has always fascinated me, and this course gives me an opportunity to learn even more about it.
4 comments:
Galileo... his is an incredibly compelling story. a good place to start. well, one of many! in your fundamentalist America, it might be good to expose more people to the first great collision of church and science.
Thanks for the comments. I am fortunate enough to be able to utilize some of Galileo's works at OU's history of science collections.
If students can directly relate to the scientists from history on a personal level it can make the concepts clearer and possibly even inspire some to careers in science, or at least a love and/or appreciation for science as a well-rounded, educated and contributing member of society.
First of all thanks again, Ike. Secondly, you hit the nail right on the head, because it's the Learning Cycle philosophy of teaching that got me back into school and that's exactly what you just described. That is also of course how many early scientists operated, with limited prior knowledge.
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