1. © University of Reading 2008 www.reading.ac.uk Institute of Education May 9, 2015 Theoretical challenges of introducing History and Philosophy of Chemistry in Teaching in Schools John Oversby

2. History and Philosophy in Science Teaching: John Oversby2 Overview Unique place of chemistry School chemistry is phenomenological School chemistry starts with being qualitative School chemistry is highly conceptual History of chemistry is devoid of instruments

3. History and Philosophy in Science Teaching: John Oversby3 Claiming a place for HPS in school chemistry HPS provides a humanising approach to chemistry HPS provides a context for chemical enquiry HPS provides a context for chemical concept development HPS provides a rationale for chemical ideas

4. History and Philosophy in Science Teaching: John Oversby4 Philosophy of Chemistry Why do scientists measure? What are standardisation and calibration ? Induction and deduction in concept characterisation Idealisation for 11 year olds Exploring Nature of Science issues in chemistry Dealing with intangible thinking tools in chemistry Avoiding algorithms in chemistry

5. History and Philosophy in Science Teaching: John Oversby5 History of Chemistry Finding sources Interpreting sources for teachers Interpreting sources for students Avoiding whiggishness

6. History and Philosophy in Science Teaching: John Oversby6 Teacher knowledge of history of science Starts fragmented and limited Develops through student newspapers Moves from bolt-on, through embedded to use a source

7. History and Philosophy in Science Teaching: John Oversby7 Teacher knowledge of philosophy Starts from a limited naïve base Develops through teaching Develops through the reflection activities

8. History and Philosophy in Science Teaching: John Oversby8 Fitting in with the curriculum Essential for acceptance Attaches to cognition, such as particle ideas and acidity Attaches to assessment, such as APP Short modules to lower risk taking

9. History and Philosophy in Science Teaching: John Oversby9 Fitting in with pedagogical issues such as practical work Based on traditional practical work Adds re-creation of historical experiments But Adds authentic role play and play scripts Adds authentic enquiry methods

10. History and Philosophy in Science Teaching: John Oversby10 Planning modules Framework by researcher Background provided by researcher Adapted by teachers and researcher Electronic reflection by teachers and researchers Next cycle planned by teachers and researcher

11. History and Philosophy in Science Teaching: John Oversby11 Working with students No experience of HPS Literacy was an issue Engaged through plays and newspapers to some extent Able to discuss issues of HPS

12. History and Philosophy in Science Teaching: John Oversby12 Working with technicians Crucial to providing equipment Shortages of equipment e.g. pressure gauges Challenge of making manometers

13. History and Philosophy in Science Teaching: John Oversby13 Outcomes Able to plan new HPS modules Able to engage teachers collaboratively Able to engage most students Continue to produce new modules

14. History and Philosophy in Science Teaching: John Oversby14 Proposed chemical modules for 2011