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An investigation of the use of history of science to teach a biological concept
Citation
Toh, P. L. L., & Hoh, Y. K. (2006). An investigation of the use of history of science to teach a biological concept. In Y. J. Lee, A. L. Tan, & B. T. Ho (Eds.), Proceedings of ISEC 2006: Science education: What works [CD-ROM] (pp. 911-920). National Institute of Education (Singapore).
Abstract
The teaching of science, with its emphasis on the understanding of its fundamental concepts and principles, may prevent learners from acquiring a complete picture of how science functions. To complete this picture, there can be better utilization of history of science (HOS) in science instruction as students will have a humanized perspective to science as well as an enhanced understanding of its content and its nature. This is possible as HOS will develop an individual’s understanding in the conceptual, procedural and contextual facets of science. With this pedagogical approach in mind, an investigation, involving 26 junior college level students, was done and this investigation sought to ascertain the impact of using historical elements in the teaching of a biological concept, i.e. the structure of DNA. The following inferences were made from the findings of the investigation. Firstly, HOS neither lowered the interests of the students nor affected them from successful acquisition of the content knowledge. Secondly, HOS led students through the processes of thinking, investigating and drawing conclusions and henceforth, reinforced their understanding about the procedural facet of science. Thirdly, the glimpses into the world of the scientists might provide learners with a more complete picture of the human element of science and these scientists might even serve as role models to these students. In this way, the infusion of HOS into science instruction may prove to be a useful alternative pedagogical approach that one may adopt in science classroom as students will have a more holistic perspective to the understanding of science.
Date Issued
2006
Description
This paper was presented at the International Science Education Conference (ISEC) 2006, held in Singapore from 22 - 24 Nov 2006.