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.
