History of Science in Science Education

This book investigate the influence of a history of science (HOS) course on pre-service science teachers understanding of the nature of science concepts between pre-service science teachers who enrolled in the meaning of science (MOS) and HOS and the pre-service teachers who enrolled only in the HOS course. Qualitatively, interpretative- descriptive approach and constant comparative analysis was used to identify similarities and differences among pre-service teachers views about nature of scientific knowledge prior to and after the HOS course. The results showed that participants who were enrolled in the MOS and the HOS courses held adequate views of four or more of the NOS aspects whereas participants who only enrolled in the HOS course held adequate views of three or more NOS aspects.