Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 5 Sayı: 1, 386 - 399, 30.06.2023

Hakkı İlker Koştur

https://doi.org/10.51535/tell.1296131

Öz

Kaynakça

  • Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on pre-service science teachers' views and instructional planning. International Journal of Science Education, 27(1), 15 - 42.
  • ACARA. (2022). F-10 curriculum: science (Version 8.4). Australian Curriculum, Assessment and Reporting Authority. https://www.australiancurriculum.edu.au/f-10-curriculum/science/
  • al-Andalusi, S. (2014). Tabakatü’l-ümem: milletlerin bilim tarihi [Categories of Nations]. ed. by Ramazan Sesen. Istanbul: Turkish Institution of Manuscripts Press.
  • al-Nadim. (2017). el-Fihrist. In Turkish, ed. Mehmet Yolcu. Istanbul: Cira.
  • Brush, S. G. (1989). History of science and science education. Interchange, 20(2), 60-70.
  • Canavas, C. (2010). Archimedes Arabicus: assessing archimedes’ impact on arabic mechanics and engineering. In the Genius of Archimedes: 23 Centuries of Influence on Mathematics, Science and Engineering, pp. 207-12, ed. Stephanos A. Paipetis and Marco Ceccarelli. Springer: Dordrecht.
  • Conant, J. B. (1947). On understanding science: an historical approach. NY: Yale University Press.
  • Dohrn-Van Rossum, G. (1996). History of the hour: Clocks and modern temporal orders Chicago: University of Chicago Press.
  • Dugas, R. (1955). A history of mechanics. London: Routledge & Kegan.
  • Duhem, P. (2012). The origins of statics: the sources of physical theory. ed. by Alisa Bokulich, Jürgen Renn, and Michela Massimi, 123 vols. Dordrecht: Springer.
  • Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. Teachers College Press.
  • Echo (1565). Iordani opusculum de ponderositate [Jordani's work on weights]. Echo Cultural Heritage Web page. http://echo.mpiwg-berlin.mpg.de/ECHOdocuView?url=/permanent/archimedes_repository/large/tarta_jorda_505_la_1565, accessed 16 August 2021.
  • Fillpot, E. (2007). Teaching with timelines. Roy Rosenzweig Center for History and New Media,[Online]. Retrieved from: http://teachinghistory. org/teaching-materials/teaching-guides/24347.
  • Flood, F. B. (2000). The great mosque of Damascus: studies on the makings of an Ummayyad visual culture. ed. by Wadad Kadi, 33 vols, pp. 114-38. Leiden: Brill.
  • Gooday, G., Lynch, J. M., Wilson, K. G., & Barsky, C. K. (2008). Does science education need the history of science?. Isis, 99(2), 322-330.
  • Griffiths, A. K., & Barman, C. R. (1995). High school students' views about the nature of science: Results from three countries. School Science and Mathematics, 95(5), 248-255.
  • Heath, T. L. (1897). The works of Archimedes. Cambridge: At the University Press.
  • Heath, T. L. (1921). A history of Greek mathematics. 2 vols, Oxford: Clarendon.
  • Hill, D. R. (1976). On the construction of water-clocks: kitāb Arshimīdas fi ʻamal al-binkamāt, ed. by Donald Routledge Hill. London: Turner & Devereux.
  • Hill, D. R. (1991). Arabic mechanical engineering: survey of the historical sources. Arabic Sciences and Philosophy, 1(2), 167-186.
  • Hill, D. R. (1996). A history of engineering in classical and medieval times. New York: Routledge.
  • Hill, D.R. (1974). The book of knowledge of ingenious mechanical devices. Dordrecht: D. Reidel.
  • Hogendijk, J. P. (2014). More Archimedean than Archimedes: a new trace of Abū Sahl al-Kūhī’s Work in Latin. In From Alexandria, Through Baghdad. Springer: Berlin, Heidelberg.
  • Irwin, A.R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 81(1), 5-26.
  • Kimball, M. E. (1967). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110-120.
  • Krajsek, S.S., Vilnar, B. (2010). Active teaching of diffusion through history of science, computer animation and role playing. Journal of Biological Education, 44(3), 116-122.
  • Lederman, N. G. (1985). Relating teaching behavior and classroom climate to changes in students' conceptions of the nature of science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (58th, French Lick Springs, IN, April 15-18, 1985).
  • Lederman, N.G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
  • Lexico (2020). Lexico US dictionary powered by Oxford, https://www.lexico.com/en/definition/interpretation, accessed 22 January 2020.
  • Lin, H.S., & Chen, C.C. (2002). Promoting preservice teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773-792.
  • Martin, D.J. (2009). Elementary science methods: a constructivist approach (fifth edition). CA: Cengage Learning.
  • Matthews, M. R. (1990). History, philosophy and science teaching: a rapprochement. Studies in Science Education, 18, 25-51.
  • Matthews, M.R. (1999). Science teaching: the role of history and philosophy of science. International Workshop on History and Philosophy of Science: Implications for Science Education. Mumbai, India: Homi Bhabha Center for Science Education, pp. 3-20.
  • Mokyr, J. (1992). The lever of riches: Technological creativity and economic progress. Oxford University Press.
  • Moussas, X. (2011). The antikythera mechanism: A mechanical cosmos and an eternal prototype for modelling and paradigm study. In Adapting Historical Knowledge Production to the Classroom, pp. 113-128. Brill Sense.
  • National Curriculum in England (NCE), (2013). Science programmes of study: key stages 1 and 2. Department for Education. https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study
  • National Research Council (NRC), (1996). National science education standards. Washington D.C.: National Academy Press.
  • Riefstahl, R. M. (1929). The date and provenance of the automata miniatures. The Art Bulletin, 11(2), 206-214. https://www.jstor.org/stable/pdf/3045443.pdf, accessed 20 January 2020.
  • Rosen, Y., & Salomon, G. (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: A meta-analysis. Journal of Educational Computing Research, 36(1), 1-14.
  • Sabra, A. I. (1987). The appropriation and subsequent naturalization of Greek science in medieval Islam: a preliminary statement. History of Science, 25(3), 223-243.
  • Stone, M. E. (1996). The dead sea scrolls and the pseudepigrapha. Dead Sea Discoveries, 3(3), 270-295, https://www.jstor.org/stable/pdf/4201570.pdf, accessed 19 January 2020.
  • Tasar, M. F. (2003). Teaching history and the nature of science in science teacher education programs. Pamukkale University Journal of Education, 1(13), 30-42.
  • Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The history and philosophy of science in physics teaching: A research synthesis of didactic interventions. Science & Education, 21(6), 771-796.
  • Tekeli, S., Dosay, M., & Unat, Y. (2002). El-cami beyne’l-‘ilm ve’l-‘amel en-nafi’fı es-sinaa’ti’l-hiyel. Ankara: Turkish Historical Society.
  • Turgut, H. (2007). Scientific literacy for all. Ankara University Journal of Faculty of Educational Sciences, 40 (2), 233-256.
  • van Dalen, B. (2011). Between orient and occident: transformation of knowledge. Annals of Science, 68(4), 445-451. https://doi.org/10.1080/00033790.2011.617946
  • Wang, H. A., & Marsh, D. D. (2002). Science instruction with a humanistic twist: teachers' perception and practice in using the history of science in their classrooms. Science & Education, 11(2), 169-189.
  • Wavering, M. J. (1980). What Are the Basics of Science Education? What Is Important to Know, How to Use Knowledge or How to Obtain Answers?. School Science and Mathematics, 80(8), 633-36.

Zooming in the Timeline: Investigation of the Case of Pseudo-Archimedes by Preservice Teachers

Yıl 2023, Cilt: 5 Sayı: 1, 386 - 399, 30.06.2023

Hakkı İlker Koştur

https://doi.org/10.51535/tell.1296131

Öz

The study proposed an inquiry-based activity for an undergraduate History of Science (HOS) course. The activity aimed to promote collaboration, engagement, and motivation among students from various disciplines. The participants in this activity were 40 undergraduate students enrolled in different teaching programs at a private university. The course followed a timeline approach to teaching HOS, supplemented by weekly research questions and short activities. The specific focus of this activity was to investigate whether Archimedes designed a water clock. Students worked in groups to conduct research on the question and develop a group claim based on the evidence they collected. The course discussions resulting from this activity yielded comprehensive outcomes that contributed to the course's timeline, covering the transition from antiquity to the Middle Ages. These discussions touched upon various historical events, including the closing of the Platonic Academy, the birth of the House of Wisdom, cultural and geographical factors in the translation movement, and the concept of pseudepigrapha. Importantly, the study noted that many of these events between antiquity and the Middle Ages were not commonly mentioned in traditional HOS course books. By engaging in this activity, participants were able to zoom into the timeline and uncover fascinating historical events. The research, collaboration, and discussions brought about a sense of excitement among the students. This activity demonstrated that incorporating such an approach can enhance the narrative nature of HOS courses. The success of the activity depends on the time allocated and the content of the course, suggesting that it could be tailored to different contexts and course objectives.

Anahtar Kelimeler

Archimedes pseudo-Archimedes Greek science al-Jazari history of science course

Kaynakça

  • Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on pre-service science teachers' views and instructional planning. International Journal of Science Education, 27(1), 15 - 42.
  • ACARA. (2022). F-10 curriculum: science (Version 8.4). Australian Curriculum, Assessment and Reporting Authority. https://www.australiancurriculum.edu.au/f-10-curriculum/science/
  • al-Andalusi, S. (2014). Tabakatü’l-ümem: milletlerin bilim tarihi [Categories of Nations]. ed. by Ramazan Sesen. Istanbul: Turkish Institution of Manuscripts Press.
  • al-Nadim. (2017). el-Fihrist. In Turkish, ed. Mehmet Yolcu. Istanbul: Cira.
  • Brush, S. G. (1989). History of science and science education. Interchange, 20(2), 60-70.
  • Canavas, C. (2010). Archimedes Arabicus: assessing archimedes’ impact on arabic mechanics and engineering. In the Genius of Archimedes: 23 Centuries of Influence on Mathematics, Science and Engineering, pp. 207-12, ed. Stephanos A. Paipetis and Marco Ceccarelli. Springer: Dordrecht.
  • Conant, J. B. (1947). On understanding science: an historical approach. NY: Yale University Press.
  • Dohrn-Van Rossum, G. (1996). History of the hour: Clocks and modern temporal orders Chicago: University of Chicago Press.
  • Dugas, R. (1955). A history of mechanics. London: Routledge & Kegan.
  • Duhem, P. (2012). The origins of statics: the sources of physical theory. ed. by Alisa Bokulich, Jürgen Renn, and Michela Massimi, 123 vols. Dordrecht: Springer.
  • Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. Teachers College Press.
  • Echo (1565). Iordani opusculum de ponderositate [Jordani's work on weights]. Echo Cultural Heritage Web page. http://echo.mpiwg-berlin.mpg.de/ECHOdocuView?url=/permanent/archimedes_repository/large/tarta_jorda_505_la_1565, accessed 16 August 2021.
  • Fillpot, E. (2007). Teaching with timelines. Roy Rosenzweig Center for History and New Media,[Online]. Retrieved from: http://teachinghistory. org/teaching-materials/teaching-guides/24347.
  • Flood, F. B. (2000). The great mosque of Damascus: studies on the makings of an Ummayyad visual culture. ed. by Wadad Kadi, 33 vols, pp. 114-38. Leiden: Brill.
  • Gooday, G., Lynch, J. M., Wilson, K. G., & Barsky, C. K. (2008). Does science education need the history of science?. Isis, 99(2), 322-330.
  • Griffiths, A. K., & Barman, C. R. (1995). High school students' views about the nature of science: Results from three countries. School Science and Mathematics, 95(5), 248-255.
  • Heath, T. L. (1897). The works of Archimedes. Cambridge: At the University Press.
  • Heath, T. L. (1921). A history of Greek mathematics. 2 vols, Oxford: Clarendon.
  • Hill, D. R. (1976). On the construction of water-clocks: kitāb Arshimīdas fi ʻamal al-binkamāt, ed. by Donald Routledge Hill. London: Turner & Devereux.
  • Hill, D. R. (1991). Arabic mechanical engineering: survey of the historical sources. Arabic Sciences and Philosophy, 1(2), 167-186.
  • Hill, D. R. (1996). A history of engineering in classical and medieval times. New York: Routledge.
  • Hill, D.R. (1974). The book of knowledge of ingenious mechanical devices. Dordrecht: D. Reidel.
  • Hogendijk, J. P. (2014). More Archimedean than Archimedes: a new trace of Abū Sahl al-Kūhī’s Work in Latin. In From Alexandria, Through Baghdad. Springer: Berlin, Heidelberg.
  • Irwin, A.R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 81(1), 5-26.
  • Kimball, M. E. (1967). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110-120.
  • Krajsek, S.S., Vilnar, B. (2010). Active teaching of diffusion through history of science, computer animation and role playing. Journal of Biological Education, 44(3), 116-122.
  • Lederman, N. G. (1985). Relating teaching behavior and classroom climate to changes in students' conceptions of the nature of science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (58th, French Lick Springs, IN, April 15-18, 1985).
  • Lederman, N.G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
  • Lexico (2020). Lexico US dictionary powered by Oxford, https://www.lexico.com/en/definition/interpretation, accessed 22 January 2020.
  • Lin, H.S., & Chen, C.C. (2002). Promoting preservice teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773-792.
  • Martin, D.J. (2009). Elementary science methods: a constructivist approach (fifth edition). CA: Cengage Learning.
  • Matthews, M. R. (1990). History, philosophy and science teaching: a rapprochement. Studies in Science Education, 18, 25-51.
  • Matthews, M.R. (1999). Science teaching: the role of history and philosophy of science. International Workshop on History and Philosophy of Science: Implications for Science Education. Mumbai, India: Homi Bhabha Center for Science Education, pp. 3-20.
  • Mokyr, J. (1992). The lever of riches: Technological creativity and economic progress. Oxford University Press.
  • Moussas, X. (2011). The antikythera mechanism: A mechanical cosmos and an eternal prototype for modelling and paradigm study. In Adapting Historical Knowledge Production to the Classroom, pp. 113-128. Brill Sense.
  • National Curriculum in England (NCE), (2013). Science programmes of study: key stages 1 and 2. Department for Education. https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study
  • National Research Council (NRC), (1996). National science education standards. Washington D.C.: National Academy Press.
  • Riefstahl, R. M. (1929). The date and provenance of the automata miniatures. The Art Bulletin, 11(2), 206-214. https://www.jstor.org/stable/pdf/3045443.pdf, accessed 20 January 2020.
  • Rosen, Y., & Salomon, G. (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: A meta-analysis. Journal of Educational Computing Research, 36(1), 1-14.
  • Sabra, A. I. (1987). The appropriation and subsequent naturalization of Greek science in medieval Islam: a preliminary statement. History of Science, 25(3), 223-243.
  • Stone, M. E. (1996). The dead sea scrolls and the pseudepigrapha. Dead Sea Discoveries, 3(3), 270-295, https://www.jstor.org/stable/pdf/4201570.pdf, accessed 19 January 2020.
  • Tasar, M. F. (2003). Teaching history and the nature of science in science teacher education programs. Pamukkale University Journal of Education, 1(13), 30-42.
  • Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The history and philosophy of science in physics teaching: A research synthesis of didactic interventions. Science & Education, 21(6), 771-796.
  • Tekeli, S., Dosay, M., & Unat, Y. (2002). El-cami beyne’l-‘ilm ve’l-‘amel en-nafi’fı es-sinaa’ti’l-hiyel. Ankara: Turkish Historical Society.
  • Turgut, H. (2007). Scientific literacy for all. Ankara University Journal of Faculty of Educational Sciences, 40 (2), 233-256.
  • van Dalen, B. (2011). Between orient and occident: transformation of knowledge. Annals of Science, 68(4), 445-451. https://doi.org/10.1080/00033790.2011.617946
  • Wang, H. A., & Marsh, D. D. (2002). Science instruction with a humanistic twist: teachers' perception and practice in using the history of science in their classrooms. Science & Education, 11(2), 169-189.
  • Wavering, M. J. (1980). What Are the Basics of Science Education? What Is Important to Know, How to Use Knowledge or How to Obtain Answers?. School Science and Mathematics, 80(8), 633-36.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Hakkı İlker Koştur 0000-0001-8557-4385

Erken Görünüm Tarihi 22 Haziran 2023
Yayımlanma Tarihi 30 Haziran 2023
Kabul Tarihi 26 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 1

Kaynak Göster

APA Koştur, H. İ. (2023). Zooming in the Timeline: Investigation of the Case of Pseudo-Archimedes by Preservice Teachers. Journal of Teacher Education and Lifelong Learning, 5(1), 386-399. https://doi.org/10.51535/tell.1296131
 Kapak Resmi İndir

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