Biological classification historical case studies: Fostering high school students' conceptions of the nature of science.
详细信息
文摘
The history of science has long been infused in science education. Research conducted in this area has primarily focused on physics and chemistry classes and few studies examine the effects of historical case studies on shaping female students' perspectives of the nature of science. This study aimed to examine female, high school students' conceptualizations of the nature of science while learning biological classification using historical case studies.;To meet this end, this study used qualitative methods to identify and explore a female cohort's conceptualizations of the nature of science. Data collection over eight weeks included audio taped individual interviews, audio tapes of lab groups working together, field notes, artifacts, journal entries, a modified VNOS survey, and final exam essays. These data were subjected to qualitative analysis techniques.;Initially, younger cohort students, compared with older cohort students, held more limited views of science, whereas the difference between younger and older cohort students dissipated by the end of the unit. Not only did the cohort express a more comprehensive view of science, but they also conceptualized various aspects of science in multiple ways indicating that grade level was not an issue when developing complex notions of the nature of science at the high school level. In addition, cohort students demonstrated a deep understanding of the nature of science by providing examples that reached beyond the biological classification unit.;One lesson from the unit specifically addressed gender issues and science, allowing students to role play what was like to be a naturalist or a naturalist's wife during the Age of Discovery. This lesson provided insights into how girls conceptualize issues related to gender and science. In particular, girls viewed the perceptions, experiences, and opportunities of female scientists as being different from those of male scientists.;Finally, the implications of this study were explored. The nature of science was reconceptualized, acknowledging subtleties related to the nature of science, Issues related to what girls make of science and into what science makes of girls were then addressed. Lastly, the development of new curricular materials and the use of historical case studies was discussed.