National Meeting No. 1, April 18 th 2008 Country: Germany Location: University of Oldenburg Responsible: D. Hoettecke (UB), F. Riess (UO) The first national meeting within the framework of the project HIPST was held on April 18 th 2008 at the University of Oldenburg. It was organized by Dietmar Höttecke, Falk Rieß, Wolfgang Engels and Andreas Henke. 1 Table of Contents 1 TABLE OF CONTENTS 1 2 PARTICIPANTS 2 3 SCHEDULE 3 4 THEMES 4 4.1 National situation regarding history and philosophy in science teaching 4 4.2 National situation regarding history and philosophy in science teaching 4 4.2.1 Topics of discussion for group A: 4 4.2.2 Topics of discussion for group B: 4 5 OUTCOMES 5 5.1 Group A (school science teaching, teacher education and training, and curriculum development) 5 5.1.1 Which role should history of science and philosophy of science have in your professional field (teacher training, general education, scientific literacy, public understanding of science )? 5 5.1.2 Which role does HPS actually play in your professional field? 5 5.1.3 Specify all resources available in your professional field, which may be used or transformed for the benefit of HIPST (e.g. case studies for teaching and learning, concepts for cooperation of museums with school science education ). 5 5.1.4 Clarify boundary conditions and factors which enhance or encumber a successful implementation of HPS in school science education. 6 5.1.5 Point out ideas and steps to be taken towards a systematic and successful implementation of HPS in school science teaching. 6 5.2 Group B (science museums, science centres, and professional research on history and philosophy of science) 7 5.2.1 Overall situation of science museums and science centres 7 5.2.2 Possible approaches to an improvement of the situation 7 5.2.3 Concerning museums 7 5.2.4 Concerning all parties 8 5.3 Expectations of the participants regarding the three national meetings 9 5.3.1 Second National Meeting 9 5.3.2 Third National Meeting 9 1
2 Participants Surname First Name Institution Group Barth Michael Studienseminar Hildesheim für das Lehramt an Gymnasien FE Bethge Thomas Referat für die Gestaltung der allgemein bildenden Schulen Bremen Deloch Rüdiger Geschwister-Scholl Gesamtschule Göttingen FE Drüding Ulf Gymnasium Brake TWG Engels Wolfgang Universität Oldenburg UO Heise Frederik Neues Gymnasium Oldenburg TWG Henke Andreas Universität Bremen, Institute for Science Education UB Höttecke Dietmar Universität Bremen, Institute for Science Education UB Kreer Friederike Geschwister-Scholl Gesamtschule Göttingen TWG Maas Ad Boerhaave Museum FE Mehrle Uwe Schule Am Luisenhof, Nordenham TWG Möller Helge Phänomenta Science Center Flensburg FE Neuert Christian Deutsches Technikmuseum Berlin FE Nienhausen Michael Herzog-Ernst Gymnasium Uelzen TWG Reineke Vera Niedersächsisches Kultusministerium Hannover FE Rieß Falk Universität Oldenburg, Physics Institute UO Schröder Michael Max-Planck-Gymnasium Delmenhorst FE Schulz Andreas Astronomische Gesellschaft Köln FE Steiner Roland defactro GmbH Medienproduktion FE Stephan Till Haupt- und Realschule Bruchhausen-Vilsen TWG Teichmann Jürgen Deutsches Museum München FE Trendel Georg Ministerium für Schule und Weiterbildung NRW Soest FE FE UO: Oldenburg Group UB: Bremen Group TWG: Member of the Thematic Working Group FE: Further Expert 2
3 Schedule Reception, Coffee/Tea 11:00 11:15 Introduction, Core Ideas of the HIPST Project 11:15 12:00 Lunch Break 12:00 12:45 Situation Analysis in Thematic Working Groups 12:45 14:45 Coffee/Tea Break 14:45 15:00 Evaluation of Results and Final Discussions 15:00-16:30 Outlook 16:30 17:00 3
4 Themes 4.1 National situation regarding history and philosophy in science teaching General introduction into the project Analysis of the current situation regarding the development of case studies for teaching and learning with HPS Analysis of the current situation regarding the implementation of teaching and learning with HPS in school science teaching and in science museums Perspectives for future collaboration within the framework of the national meetings 4.2 National situation regarding history and philosophy in science teaching The attendances of the meeting were separated in two groups: A. One group discussed issues concerning school science teaching, teacher education and training, and curriculum development. B. The other group discusses issues concerning science museums, science centres, and professional research on history and philosophy of science 4.2.1 Topics of discussion for group A: key question 1. Which role should history of science and philosophy of science have in your professional field (teacher training, general education, scientific literacy, public understanding of science )? key question 2. Which role does HPS actually play in your professional field? key question 3. Specify all resources available in your professional field, which may be used or transformed for the benefit of HIPST (e.g. case studies for teaching and learning, concepts for cooperation of museums with school science education ). key question 4. Clarify boundary conditions and factors which enhance or encumber a successful implementation of HPS in school science education key question 5. Point out ideas and steps to be taken towards a systematic and successful implementation of HPS in school science teaching. 4.2.2 Topics of discussion for group B: key question 6. Point out the actions taken in your institution in order to pick out philosophy of science, the development of scientific literacy and nature of science as central issues? key question 7. Is there a central role for hands on activities? If yes, which one? key question 8. Specify all resources available in your professional field, which may be used or transformed for the benefit of HIPST (e.g. case studies for teaching and learning, concepts for cooperation of museums with school science education, design of exhibitions ). key question 9. Clarify factors, which enhance successful education of scientific laypersons in museums and school science teaching. What is the role of scientific experiments? How important are activities offered to visitors? key question 10. Point out ideas and steps to be taken towards a systematic and successful conception for learning with HPS in your institution. How can the situation be improved? 4
5 Outcomes 5.1 Group A (school science teaching, teacher education and training, and curriculum development) 5.1.1 Which role should history of science and philosophy of science have in your professional field (teacher training, general education, scientific literacy, public understanding of science )? Accounting for basic/naïve beliefs and preconceptions Using parallels between historical and learning situations to improve learning Conveying motivation, interest and fun towards science (e.g. through persons, biographies) Enabling interdisciplinary approaches to science Guiding the process of modelling Accounting for the process character of science by displaying unfinished products (e.g. fragile experimental set ups) Fostering competences for designing and carrying out experiments Allowing for an alternative and complementary access to science Training the ability to judge the quality and validity of information and knowledge Emphasizing the role of ethical and moral concerns in science Understanding the interconnection of science and culture and the role of culture for the development of knowledge Effectively improving the quality of science lessons Reducing anxiety and reluctances against science, this point concerns girls more than boys Regarding real scientists ending up in blind alleys or struggling with their experimenting may have positive influences on the academic self concept of pupils, they feel more related to scientists regarding their fallacies and weak points. Even fragile and imperfect set ups of historical experiments may help in getting a realistic view on science as work in progress. 5.1.2 Which role does HPS actually play in your professional field? There is a lack of a sustainable concept on how to implement HPS in science classes. HPS is rarely used in science classes unless to introduce new topics. Their use is restricted to anecdotes or as a part of lecture. HPS is strictly separated from the rest of scientific contents, e.g. in textbooks topics often are secluded on separate pages or in separate text boxes. HPS is used during the introduction of a new model, but HPS serves as a means to show a contrast to our modern and more elaborated views HPS is not used in a way which provides lasting effects. From the perspective of educational administration there is no official role of HPS, teachers can do it or leave it. 5.1.3 Specify all resources available in your professional field, which may be used or transformed for the benefit of HIPST (e.g. case studies for teaching and learning, concepts for cooperation of museums with school science education ). Original sources, e.g. historical proceedings, texts, letters or depictions scarcely available Ad Maas will provide detailed animations of experimental set ups otherwise not accessible. As mentioned above, the UO group can provide replications and short teaching movies 5
5.1.4 Clarify boundary conditions and factors which enhance or encumber a successful implementation of HPS in school science education Teachers might feel (more) insecure regarding the fact that they may not have the necessary expertise. The limitation of time is strongly emphasized; it is regarded as a central aspect limiting in depth HPS related examinations of a scientific topic. Some of the German states recently have implemented a new core curriculum, teachers feel their resources bound in these new tasks, they mention that scientific content is more compressed than before. As long as HPS is an add on to regular scientific content it will not be covered by any examination, this aspect leads to a view on HPS as circumstantial, this aspect is the more important as central examinations are more and more common in Germany. HPS is not rooted in the different stages of teacher training. There is a lack of coordination of teacher colleagues regarding their daily work (e.g. preparation of lessons). An implementation of HPS in teacher training is a prerequisite for teaching with HPS. Another prerequisite seems to be an enlarged core curriculum with HPS contents integrated. Thus, both aspects have to change in the future, because changing the curriculum is useless without an adequate teacher training program. 5.1.5 Point out ideas and steps to be taken towards a systematic and successful implementation of HPS in school science teaching. Enriching the core curriculum with HPS Some parts of the core curricula and national educational standards are useful in legitimating an HPS approach to science teaching. They have to be taken more seriously. The implementation may best start in compulsory optional courses and not in regular science education. But, no agreement was achieved among the participants on this issue. According to a counter position, HPS should be implemented broadly without gaining the character as an add on in any way. A counter argument against the latter approach was the inability to enrich the German core curricula with more HPS aspects and the current lack of adequately educated teachers. Implementation should a) emphasize affective components of inquiry and HPS learning b) focus on interdisciplinary aspects c) follow an exemplary approach to science teaching d) start already at early stages of science education Teaching material about HPS provided to teachers should be a) easy to use in class regarding its form and its contents b) adapted to the needs of students and teachers b) publicly accessible (e.g. wiki or download) All materials provided by HIPST have to be useful for the everyday teaching of ordinary science teachers, even though the use of these materials will probably be restricted to highly motivated teachers in the beginning. Didactic advice should be included allowing a quick overview on the course of study and ideas on how to use the material in science classes. Therefore, a common design of all material is highly desirable. Clear and detailed connections to single aspects of the German standards and core curricular should be made. Historical case studies should help to improve teachers understanding on all levels of teacher training. Teacher training has to make sure that the students feel comfortable with an HPS approach. Otherwise the chance of a successful implementation will decline dramatically. Teacher training should feature supervised teaching units comprising an inquiry/hps implementation. The actual implementation should contribute to an overall improvement of the quality of science education. This aspect includes an increased job satisfaction by the teachers. 6
More knowledge about HPS specific teaching skills should be developed (research task). HIPST could be used to assess the needed teaching skills for a successful inquiry/hps approach. The results should improve teacher training later on. These skills may include a) standing situations of uncertainty during student centered discussions b) moderation of open discussions without a predefined outcome c) guiding students activities during open inquiry c) narrative competencies d) moderation of role plays 5.2 Group B (science museums, science centres, and professional research on history and philosophy of science) The development of the discussion in the group let to summary which does not strictly follow the key questions above. 5.2.1 Overall situation of science museums and science centres Museums have to balance different demands: a) the need to accumulate historical sources b) the need to elucidate science. The main sources for motivation are a) historical narratives b) the notion of science being an adventurous endeavour. The science centre phänomenta (Flensburg) in its current state represents the opposite of a traditional museum, whereas spectrum of the Deutsches Museum right now tries to integrate history in its concept. The fast & easy approach of science centres is thought to arise from a lack of basic knowledge on behalf of the visitors. The difference between museums and science centres is emphasized, because their interests differ strongly. While science centres favour a phenomenological approach ( hands on, physical effectcentred, virtually no texts, virtually no depiction of historical backgrounds or developments), museums tend to be historically selective (focussing on turning points in scientific history, virtually no depiction of the genesis of scientific ideas and concepts in their contexts). 5.2.2 Possible approaches to an improvement of the situation Concerning realistic ideas about the nature of science (NoS): Roles and development of scientific misapprehensions and/or controversies may provide motivational support to visitors as well as an improved understanding of NoS. 5.2.3 Concerning museums An application of the hands on idea can be fashioned using moderately expensive, sturdy replications of historical experimental set ups. These can be provided by the UO group. Out of school activities of students in science museums ideas and boundary conditions for the realisation of laboratory learning with assistance of museums: a) The involvement of museums staff usually entails high labour costs and is unlikely to be put into practice beyond exceptional events. b) Hand on approaches entail problems with insurance and supervision. c) Mobile exhibitions touring schools are in danger not to meet the needs and demands of schools or will not be integrated into and connected with educational routine. Demands on the part of the schools: a) Activities offered by museums have to be located within an acceptable distance to the schools. 7
b) Activities should be related to the current curricula of the learning group. c) Results of students learning should be defined more clearly. The question arose, if workshops on demand may be an option. The UO group can provide expertise in that field. Activities at museums are regarded as being out of students daily lives and free of examination. Thus, they are estimated to motivate interest on science more easily than school science activities usually do. Demands regarding objectives of HIPST: a) Laboratory learning shall convey scientific working methods. b) Socio cultural contexts and opportunities for philosophical reflections should be considered. The reworking of case studies within HIPST aims on providing explicit support in these matters. Therefore, results can be used for orientation in general terms as well. 5.2.4 Concerning all parties The current role of texts in museums (emphasising the use of texts in accordance with material sources used as narrative or instant lecture ) and science centres (little to no texts, some of them actively dismissing any written explications) has to be reanalysed concerning the demands of schools. Multimedia approaches should be used more intensively for representing science and fostering learning (e.g. innovative uses of all present digital cameras, web video creation, new connectivity capabilities etc.). There is literally no way to find a one fits all concept. Regarding this problem, all parties have to design their exhibitions according to very different needs and requisites of heterogeneous visitors (e.g. fit to age, fit to size of groups etc.). 8
5.3 Expectations of the participants regarding the three national meetings 5.3.1 Second National Meeting Assessment of case studies Assessment and adaptation of translated materials 5.3.2 Third National Meeting Evaluation and analysis of the all national aspects of HIPST Actions on perpetuation of HIPST Publication activities 9