History of science in education : an investigation into the role and use of historical ideas and material in education, with particular reference to science education in the English secondary school since the nineteenth century
Of the many roles seen in the twentieth century for history of science in education three have been argued most frequently and cogently: historical ideas and material can demonstrate the humanistic and cultural aspects of science, can counter over-specialisation, and can teach about the nature and methods of science. Calls for history of science to be included in the curriculum of the English secondary school have been made chiefly on these bases. They have come usually from science specialists, and the material has been advocated as appropriate mainly for pupils within the top ability range. After providing a background to school events by tracing the establishment of History of Science as an academic discipline in British universities, the factors underlying these calls and some of the responses made during the first half of the twentieth century is examined. The post-World War II fruition of these calls --- the introduction of History of Science as a GCE examination subject, the use of history of science in General Studies courses, and the inclusion of historical ideas and material in the Nuffield science reforms --- is considered, together with the American influences of the period. Particular attention
Sherratt, William Joseph Michael
History
History of science in education : an investigation into the role and use of historical ideas and material in education, with particular reference to science education in the English secondary school since the nineteenth century. Of the many roles seen in the twentieth century for history of science in education three have been argued most frequently and cogently: historical ideas and material can demonstrate the humanistic and cultural aspects of science, can counter over-specialisation, and can teach about the nature and methods of science. Calls for history of science to be included in the curriculum of the English secondary school have been made chiefly on these bases. They have come usually from science specialists, and the material has been advocated as appropriate mainly for pupils within the top ability range. After providing a background to school events by tracing the establishment of History of Science as an academic discipline in British universities, the factors underlying these calls and some of the responses made during the first half of the twentieth century is examined. The post-World War II fruition of these calls --- the introduction of History of Science as a GCE examination subject, the use of history of science in General Studies courses, and the inclusion of historical ideas and material in the Nuffield science reforms --- is considered, together with the American influences of the period. Particular attention
history_science education investigation role use historical idea material education particular_reference science education english_secondary school since_many role see history_science education argue frequently historical idea material humanistic cultural aspect science counter over specialisation teach nature method science history_science include curriculum english_secondary school make chiefly base come usually science specialist material advocate appropriate mainly pupils within top ability range provide_background school event trace establishment history_science academic_discipline british_university factor underlie call response make first_half examine post world_war_ii fruition call introduction history_science examination subject use history_science general studies course inclusion historical idea material science reform consider together american influence period particular_attention