Integrating History and Philosophy of Science into Science Education: Considering Two International Contexts

This study compares Taiwanese and Canadian teachers’ perspectives on teaching the history and nature of science (NOS). We aim to understand how cultural, societal, and educational factors influence these decisions. Understanding NOS is crucial for developing scientifically literate citizens.

For this goal, we conducted a comparative analysis of science teachers’ beliefs and practices in Taiwan and Canada. Data will be collected through surveys, interviews, and classroom observations. The survey was designed to gather quantitative data on teachers’ knowledge of NOS, attitudes towards teaching NOS, and the frequency they integrate NOS into their instruction. Interviews provided qualitative data on teachers’ reasons for their decisions, as well as their perceptions of the challenges and benefits of teaching NOS. Classroom observations allowed us to examine how teachers actually implement NOS in their teaching.

This research seeks to contribute to global efforts to improve science education by identifying the factors influencing teachers’ decisions to integrate the nature of science into their curricula. Our goal is to develop more effective strategies for promoting science literacy.

Faculty Supervisor:

Ellen Watson

Student:

Partner:

National Sun Yat-sen University

Discipline:

Sociology

Sector:

Education

University:

Brandon University

Program: