Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching?'

TL;DR

This report summarizes an international conference discussing how history and philosophy of science can enhance U.S. science teaching by emphasizing argumentation, culture, and literacy, and highlights the need for curriculum reform and new assessment tools.

Contribution

It provides a comprehensive overview of themes and conclusions from experts on integrating history and philosophy of science into K-16 education to improve scientific literacy.

Findings

Students need to understand argumentation and criticism in science.

Science education should include cultural and societal aspects.

New assessment tools are necessary for teaching science literacy.

Abstract

This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from the perspective of the history and philosophy of science. Key ones were that: students need to understand that central to science is argumentation, criticism, and analysis; students should be educated to appreciate science as part of our culture; students should be educated to be science literate; what is meant by the nature of science as discussed in much of the science education literature must be broadened to accommodate a science literacy that includes preparation for socioscientific issues; teaching for science literacy requires the development of new assessment tools; and, it is difficult to change what science teachers do in their classrooms. The principal conclusions drawn by the editors are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate; and, to educate students for scientific literacy will require a new curriculum that is coordinated across the humanities, history/social studies, and science classrooms.