“It’s a lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning

Figures & data

Table 1. Outline of course content and collected data.

Weeks	Course content	Data collected
1–2	Introduction to HOS, NOS, and the 2015 national science curriculum of Korea	Survey
3–7	Approaches to HOS, ancient and medieval science, the scientific revolution, modern science	Design conversations (from Week 5)
8	Mid-term presentation of lesson plan	Written reflections, presentations, focus group interviews
9–13	Science in the twentieth century, HOS in the East and Korea, Science-Technology-Society	Design conversations
14–15	Final presentation of lesson plan	Surveys, presentations, written reflections, individual interviews, developed lesson materials

Table 2. Self-reported participant backgrounds.

Group	Name	Major	Year	School internship	HOS backgrounds
1	Myung	Chemistry	4	No	High interest. Read a few related books.
	Sue	Physics	2	No	High interest. Took an introductory philosophy of science course at the university and read a few related books.
	Eun	Biology	1	No	Fair interest. No prior engagement.
2	Rin	Chemistry	4	Yes	Low interest. No prior engagement.
	Beom	Physics	2	No	Low interest. No prior engagement.
	Sang	Physics	4	Yes	Fair interest. Took an introductory philosophy of science course at the university and read a few related books.
3 (Not included for analysis)	Chang	Physics	2	No	Fair interest. No prior engagement
	Hoon	Physics	2	No	Fair interest. Took an introductory philosophy of science course.

Figure 1. Analytical framework for design conversations.

Figure 2. Original data from Boyle’s experiment used in Group 1’s lesson (Conant, 1957, p. 64).

Table 3. Overview of developed lessons (summarised by authors).

	Group 1	Group 2
Lesson topic	The evolution of the gas laws	The Manhattan Project and nuclear energy
Instructional strategies	Experimental data interpretation, discussion	Historical role-play, debate
Target students	Grade 12	Grade 11
Learning goals	Explain from experimental data analysis that there are differences between the realistic and ideal gases Explain the historical context related to Boyle, Charles and Avogadro Understand NOS by comparing the result from data analysis and the theoretical prediction	Understand the history related to the development of nuclear weapon and nuclear energy Understand that the benefits and risks of nuclear physics can vary depending on the time and personal beliefs The values and uses of science are dependent on social and cultural context4. Listen to diverse views in a debate
Lesson outline [lesson materials used]	1.   Introduction: The teacher stimulates students to recall the gas equation ($\mathrm{P}\mathrm{V}=\mathrm{n}\mathrm{R}\mathrm{T}$) and introduces class activities. [slide show, textbook] 2.   Historical context: The teacher explains the historical context for the gas laws found by Boyle, Charles and Avogadro. [slides, video clip] 3.   Experimental data analysis: Each group of students are given the data for $\mathrm{P}-\mathrm{V}$ and $\mathrm{T}-\mathrm{V}$ relationships of H2 and O2 gases, find the equation and draw graphs. [slides, worksheet, graphing software] 4.   Discussion: Each group discusses whether the analysis is consistent with $\mathrm{P}\mathrm{V}=\mathrm{n}\mathrm{R}\mathrm{T}$ and speculates the possible reasons if inconsistent. [blackboard] 5.   Presentation and explanation: Students present their speculations, their learning about what science is and what scientists do, etc. 6.   Wrap-up and closing	Introduction: The teacher briefly summarises the background of nuclear power from the 1900s to present. Historical role-play [slides, role card, worksheet] The teacher explains the context (World War II) Students see the argument advanced by each character and choose one. Students engage in the role-play. Students reflect on the issues in the play and present. Students infer the social NOS from the play. Contemporary debate [slide show, reading materials, worksheet] The teacher explains the new context (i.e. 2018) Students conduct the steps in 2b to 2e in one of these positions: NGO, scientists, government. Wrap-up and assessment: Students share the outcome of the debate. The teacher reminds students that science is bound by sociocultural context. The teacher asks students whether some of the current science and technology will be received differently in the future. [slides, worksheet]

Figure 3. Group 2’s role cards for the role play about nuclear weapons during World War II.

Table 4. Summary of design issues that emerged during lesson planning.

	Group 1	Group 2
Selecting a suitable history	Accessible and familiar to students	Interesting to students; Timeliness
Adapting history	Simplifying the details for practicality	Fictionalising the events for rich discussion
Teaching a topic with no correct answer	Interjecting to guide the discussion towards the intended conclusion	Moderating the discussion when there is no single answer
Balancing science and history	Different ways of using HOS in science lessons
Empathising with past people		Students’ difficulties in understanding other people’s perspectives

Figure 4. Group 1’s lesson planning process over the semester.

Figure 5. Group 2’s lesson planning process over the semester.

Conant, J. B. (1957). On understanding science: An historical approach. The New American Library.

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