A curriculum design framework for science education based on the history of science

© 2003 Paul V. McColl.Over many decades, much has been written about the use of the history of science in science education, particularly at the secondary school level. Course descriptions published by various education authorities have often included reference to the history of science, although student texts and formal assessment tools have not adequately developed or emphasised that area of study in a way which reflects its significance and potential value. These factors, combined with many teachers’; lack of background in the area, have meant that what happens in many classrooms does not reflect the loftier sentiments expressed in the guiding principles of the course outlines. “Scientific Literacy” has been used as a general theme for science education during the second half of the twentieth century, and particularly since the early 1980s. There has been much debate about the meaning of the concept but some common features have emerged. Among these are the need for students to gain an understanding of the nature of science and to have some appreciation of the history of science. This thesis is based on an acceptance of the Scientific Literacy imperative and on its connection to the development of students as socially responsible members of society