Berlin 2008 – wissenschaftliches Programm
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DD: Fachverband Didaktik der Physik
DD 13: Grundschule I (Lehrerbildung)
DD 13.3: Vortrag
Dienstag, 26. Februar 2008, 13:10–13:30, EW 114
Shaping a Proposal of Teaching Science to Primary School Students which Incorporates Aspects of History of Science in order to Enhance Critical Thinking Skills — •Katerina Malamitsa1 and Panagiotis Kokkotas2 — 1Ph.D. in Science Education, National and Kapodistrian University of Athens — 2Professor, Faculty of Primary Education, National and Kapodistrian University of Athens, Greece
Nowadays many science programs focus on teaching the content of science and not its methodology, development and effect on our society. Moreover, many researchers (Matthews, 1994; Stinner et al., 2003) support that History of Science can contribute so that students understand how science works and promoting the development of the thinking skills needed to critically analyze ideas and compare them with observations about nature. We have designed and implemented a teaching project which explicitly tackles issues in the broader context of History of Science, together with aspects of the Nature of Science. Specifically, we try to define critical thinking by analyzing it in terms congruent to education and we discuss about the importance of intergrading aspects of History of Science in science education in an attempt to teach science in a way that promotes critical thinking. Furthermore, we translated and standardized for Greek population "The Test of Everyday Reasoning" (Facione, 2001) which targets the core critical thinking skills identified in "Delphi Report" consensus in order to assess the development of students' critical thinking skills. We assume that results from assessment have important implications in science teaching.