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Physics Education Seminar - Hyatt Seker (Marmara University, Istanbul, Turkey) -"The Differences Among Physics, Chemistry and Biology in Terms of Historical Knowledge for Science Teaching"

Hyatt Seker (visitor from Turkey)
December 2, 2015
2:30PM - 3:30PM
4138 Physics Research Building

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Add to Calendar 2015-12-02 14:30:00 2015-12-02 15:30:00 Physics Education Seminar - Hyatt Seker (Marmara University, Istanbul, Turkey) -"The Differences Among Physics, Chemistry and Biology in Terms of Historical Knowledge for Science Teaching" The purpose of this presentation is to discuss differences among teachers’ perspectives on the historical knowledge for physics, chemistry and biology teaching. The results of a project will be presented in tables to observe differences among the fields. This project purported to develop historical materials for using in science lessons and analyze teachers’ perspectives on using them.In this project, the materials were prepared for physics, chemistry and biology teachers considering a) Content, b) Objectives, and c) Pedagogy and a model for using history of science in science lessons at four levels: Interest Level, Socio-Cultural Level, Epistemological Level, and Conceptual Level. Analytical induction was employed as a qualitative research method in this project. Volunteer teachers were selected from teachers participating in a workshop on the history and nature of science. Interviews were conducted with teachers who used historical material or reviewed but did not used them. Analysis of teachers’ reflections support that differences between fields may affect teachers’ preferences on types of historical information and instructional strategies used for incorporating historical knowledge into their lessons.    4138 Physics Research Building Department of Physics physics@osu.edu America/New_York public

The purpose of this presentation is to discuss differences among teachers’ perspectives on the historical knowledge for physics, chemistry and biology teaching. The results of a project will be presented in tables to observe differences among the fields. This project purported to develop historical materials for using in science lessons and analyze teachers’ perspectives on using them.

In this project, the materials were prepared for physics, chemistry and biology teachers considering a) Content, b) Objectives, and c) Pedagogy and a model for using history of science in science lessons at four levels: Interest Level, Socio-Cultural Level, Epistemological Level, and Conceptual Level. Analytical induction was employed as a qualitative research method in this project. Volunteer teachers were selected from teachers participating in a workshop on the history and nature of science. Interviews were conducted with teachers who used historical material or reviewed but did not used them. Analysis of teachers’ reflections support that differences between fields may affect teachers’ preferences on types of historical information and instructional strategies used for incorporating historical knowledge into their lessons.