Document Type

Poster

Presentation Date

4-13-2017

Department

Science Education

Abstract

Introduction:

  • The nature of science (NOS) is an important part of scientific literacy (AAAS, 2009; Matthews, 1994; Lederman et al., 2014).
  • History provides contextualized approach that allows for intertwining NOS and traditional science content (Clough, 2006).
  • Stories represent a potential avenue for progress in using history in NOS research.
  • Recent framework developed for historical stories in science education (Klassen, 2009).

Conclusions:

  • Preliminary results from this study indicate that student participants from the experimental group made significant gains in their understanding of the role of imagination and creativity in science.
  • Participants from the experimental group also outperformed the non-intervention group on genetics items related to Mendelian genetics.
  • Student responses on the interviews and SUSSI open response items indicate that one reason for the difference is the historical stories used in the experimental group.

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