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The Effectiveness of Teaching Chemistry through the History of Science

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Huann-shyang Lin

Department of Chemistry, National Kaohsiung Normal University, 116 Hoping 1st Road, Kaohsiung, Taiwan 802

J. Chem. Educ., 1998, 75 (10), p 1326

DOI: 10.1021/ed075p1326

Publication Date (Web): October 1, 1998

Section:

History, Education, and Documentation

Abstract

An intervention program for teaching chemistry through history was developed to determine whether this instructional approach would promote conceptual problem-solving ability of secondary school students. Three chemistry teachers and five classes of 8th graders (N = 220) participated in this quasi-experimental study. The quantitative results of a conceptual problem-solving test revealed that the experimental group students outperformed their counterparts in both the control and the comparison groups. In addition, low achievers benefited more from this teaching strategy than high achievers. The qualitative results of interviews indicated that students have learned from the history of science to avoid alternative conceptions held by previous scientists.

Keywords (Audience):

Elementary / Middle School Science

Keywords (Domain):

History / Philosophy

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Misconceptions / Discrepant Events

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

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