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Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics

Journal Article


Abstract


  • If issues in the history and philosophy of science and those related to science,

    technology and society are generally accepted in policy, how ought these be handled in

    practice? Mandate in policy does not guarantee implementation in practice. Indeed, HPS

    and STS have for decades been marginalized in the curriculum. Subject areas designated to

    teach components of HPS and STS, such as design and technology, social studies and

    science, seem preoccupied with other aspects of the curriculum and rarely get around to

    HPS and STS. This study aimed at eliciting pre-service physics teachers’ perspectives on

    using HPS to address quantum mechanics and scientific literacy. Through questionnaires,

    observation of and participation in a physics methods class, 16 pre-service teachers were

    asked to identify topics they considered problematic to teach or learn. They were chal-

    lenged to identify those topics that could effectively be taught or learned from HPS. The

    pre-service teachers agreed that HPS and STS were more appealing for teaching some

    topics, such as quantum mechanics, which is the focus of this article. This intervention in

    physics teacher education demonstrates the importance of using specific methods in

    physics instruction to demonstrate the value of HPS in scientific literacy.

UOW Authors


  •   Nashon, Samson (external author)
  •   Nielsen, Wendy
  •   Petrina, Stephen (external author)

Publication Date


  • 2008

Geographic Focus


Citation


  • Nashon, S., Nielsen, W. & Petrina, S. (2008). Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics. Science & Education, 17 (4), 387-401.

Scopus Eid


  • 2-s2.0-40049098944

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/983

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 387

End Page


  • 401

Volume


  • 17

Issue


  • 4

Abstract


  • If issues in the history and philosophy of science and those related to science,

    technology and society are generally accepted in policy, how ought these be handled in

    practice? Mandate in policy does not guarantee implementation in practice. Indeed, HPS

    and STS have for decades been marginalized in the curriculum. Subject areas designated to

    teach components of HPS and STS, such as design and technology, social studies and

    science, seem preoccupied with other aspects of the curriculum and rarely get around to

    HPS and STS. This study aimed at eliciting pre-service physics teachers’ perspectives on

    using HPS to address quantum mechanics and scientific literacy. Through questionnaires,

    observation of and participation in a physics methods class, 16 pre-service teachers were

    asked to identify topics they considered problematic to teach or learn. They were chal-

    lenged to identify those topics that could effectively be taught or learned from HPS. The

    pre-service teachers agreed that HPS and STS were more appealing for teaching some

    topics, such as quantum mechanics, which is the focus of this article. This intervention in

    physics teacher education demonstrates the importance of using specific methods in

    physics instruction to demonstrate the value of HPS in scientific literacy.

UOW Authors


  •   Nashon, Samson (external author)
  •   Nielsen, Wendy
  •   Petrina, Stephen (external author)

Publication Date


  • 2008

Geographic Focus


Citation


  • Nashon, S., Nielsen, W. & Petrina, S. (2008). Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics. Science & Education, 17 (4), 387-401.

Scopus Eid


  • 2-s2.0-40049098944

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/983

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 387

End Page


  • 401

Volume


  • 17

Issue


  • 4