Date of Award

8-1-2026

Degree Name

Doctor of Philosophy

Department

Science Education

First Advisor

David W. Rudge, Ph.D.

Second Advisor

Cody T. Williams, Ph.D.

Third Advisor

Diana Sachmpazidi, Ph.D.

Keywords

Education, history of science, lab instruction, nature of science, physics education, teacher preparation

Abstract

Integrating History of Science (HOS) into science courses has many benefits. Students demonstrate improved scientific content knowledge, develop their understanding of Nature of Science (NOS), and improve their attitudes towards science. However, barriers prevent instructors from effectively incorporating history into their teaching. The traditions and culture of science instruction, individual teacher attitudes and skills, existing institutional frameworks, and prevailing curricular materials all prevent HOS integration. Preservice teachers may never be exposed to HOS in their science or education courses, meaning they lack experience and knowledge surrounding the benefits of HOS. Therefore, alternative avenues for effective integration should be considered to overcome these barriers.

This mixed methods, three-paper dissertation studies these barriers and possible pathways for effective implementation for preservice K-12 teachers and undergraduate physics settings. Firstly, preservice teacher preparation surrounding HOS use is explored for possible impacts on interest and future implementation. Additionally, the undergraduate physics lab setting, despite being a significant portion of physics instruction, has not been adequately researched as an opportunity for HOS integration. This dissertation hopes to provide evidence that HOS implementation becomes more feasible and effective through both teacher preparation and lab integration.

Therefore, Study 1 investigates the impact of historical science narratives on preservice elementary teachers; it focuses on their interest and willingness to use stories in their future classrooms. Results found that by exposing students to interest-promoting HOS during teacher preparation, they were more willingness to implement HOS in their classroom. Study 2 considers the effects of a historically contextualized physics lab intervention on undergraduate students’ learning (centered around learning objectives related to science content, NOS, student attitudes, and science procedures). A historically contextualized physics lab intervention lasting four weeks was implemented across two semesters, collecting data on student learning with pre/post surveys and experiences via follow-up interviews. Results show that lab integration of HOS promotes student engagement and NOS understanding without reducing learning gains elsewhere. Study 3 considers the undergraduate instructional team members’ perspectives on the implementation of the lab intervention. Data were collected before, during, and after the intervention to investigate the process as a qualitative, action-based case study. Instructors found the intervention to be effective at accomplishing physics learning goals without significant additional preparation. It improved the Teaching Assistants’ perspectives of HOS as an instructional tool and increased their willingness to use HOS in their future instruction.

This research identifies teacher training and laboratory instruction as possible ways to reduce existing barriers preventing HOS integration in physics and K-12 science. This dissertation’s findings may improve lab instruction across multiple learning domains, while integrating missing content into existing curriculum. It has implications for both K-12 and undergraduate science instructors as well as teacher preparation programs. By developing effective HOS-based science instruction, motivating teachers, and reducing barriers that prevent integration, the science curriculum may see the benefits of implementing HOS.

Access Setting

Dissertation-Open Access

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