Maxwell, Hertz and Marconi, using the history of science and technology in science education (James Clerk Maxwell, Guglielmo Marconi, Heinrich Hertz, Michael Faraday).

摘要

This dissertation examines the possibility of using a Kuhnian framework to enhance the use of history in the teaching of science. The Kuhnian framework of “revolutionary” and “normal” science, it is noted, provides a simplifying yet explanatory framework for students of science, at the same time making it possible to show the daily life of scientists. Rather than focus only on heroes of science, the work examines the important work of the “normal” scientist and their interplay with “revolutionary” scientists. It is argued that seeing the daily life of the scientist within this framework can show students of science the profound impact of the seemingly simple contributions of the work of scientists. In addition, it is noted that viewing the history of science as shifting paradigms and scientific revolutions will not only enhance students' scientific literacy, but possibly enhance their willingness to pursue science education.; A review of the theoretical literature surrounding Kuhn, his followers and his critics, suggest the framework is still salient among educators. A review of the empirical literature and some educational practices suggests that educators see this approach to be effective, especially when the framework and case materials are carefully crafted. The empirical literature also suggests that there is a gap between the prescribed standards (national and state) for teaching the history of science, and actual classroom practice. The Kuhnian framework shows promise for bridging this gap.; The dissertation then uses a case history of the discovery of electromagnetic radiation by Faraday, Maxwell, and Hertz et al., culminating in the development wireless telegraphy by Marconi, making possible radio, television, radar, and other contemporary technologies. The dissertation concludes by noting that the use of history as an arena for understanding science, in some way resembles the concept of “reflective thinking”, which is often utilized as a framework for educating new teachers, and for their use in the classroom.