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“It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning

“It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning
“It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning
While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers’ experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using HOS. The research aims were to understand what design issues arose and how they unfolded as each group planned the lesson. A design issue arises when group members dispute over a topic related to lesson planning and there is a need for decision making. We identified several major design issues around selecting a suitable history, adapting history, teaching a topic with no correct answer, balancing science and history, and empathising with people from the past, which manifested differently across the two groups. PSTs’ reflections suggested that the collaborative planning experience helped them understand the limitations of content-focused pedagogical methods in planning HOS-based lessons and recognise various ways HOS can be used to enrich science teaching. The study sheds light on some challenges of planning an unfamiliar type of science lesson and how a collaborative planning experience can create opportunities to broaden PSTs' knowledge of science instruction.
History of science, lesson planning, teacher education
0950-0693
181-203
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Erduran, Sibel
ff2d1099-2722-494a-b921-9994dca75c6f
Song, Jinwoong
f29b2117-5711-4a0a-b607-b8a1921f44fc
Kim, Minchul
7aafdc5b-d5ef-4e2b-a00f-582fbcce844b
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Erduran, Sibel
ff2d1099-2722-494a-b921-9994dca75c6f
Song, Jinwoong
f29b2117-5711-4a0a-b607-b8a1921f44fc
Kim, Minchul
7aafdc5b-d5ef-4e2b-a00f-582fbcce844b

Park, Wonyong, Erduran, Sibel, Song, Jinwoong and Kim, Minchul (2023) “It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning. International Journal of Science Education, 45 (3), 181-203. (doi:10.1080/09500693.2022.2154132).

Record type: Article

Abstract

While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers’ experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using HOS. The research aims were to understand what design issues arose and how they unfolded as each group planned the lesson. A design issue arises when group members dispute over a topic related to lesson planning and there is a need for decision making. We identified several major design issues around selecting a suitable history, adapting history, teaching a topic with no correct answer, balancing science and history, and empathising with people from the past, which manifested differently across the two groups. PSTs’ reflections suggested that the collaborative planning experience helped them understand the limitations of content-focused pedagogical methods in planning HOS-based lessons and recognise various ways HOS can be used to enrich science teaching. The study sheds light on some challenges of planning an unfamiliar type of science lesson and how a collaborative planning experience can create opportunities to broaden PSTs' knowledge of science instruction.

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Park et al. IJSE 2022 AM - Accepted Manuscript
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More information

Accepted/In Press date: 29 November 2022
e-pub ahead of print date: 28 December 2022
Published date: 11 February 2023
Keywords: History of science, lesson planning, teacher education

Identifiers

Local EPrints ID: 472978
URI: http://eprints.soton.ac.uk/id/eprint/472978
ISSN: 0950-0693
PURE UUID: 4133426d-cf2f-4b6c-8248-2351a6cd5161
ORCID for Wonyong Park: ORCID iD orcid.org/0000-0002-8911-5968

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Date deposited: 06 Jan 2023 16:52
Last modified: 31 Oct 2023 03:11

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Contributors

Author: Wonyong Park ORCID iD
Author: Sibel Erduran
Author: Jinwoong Song
Author: Minchul Kim

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