Epistemology and History in the Teaching of School Science

Summaries English This paper attempts to provide a reasoned basis for ‘modern methods’ in science teaching, whose fundamental feature is believed to be learning by ‘discovery’ and ‘activity’. The psychological justification normally provided for this is dismissed as flimsy, misleading and inadequate, but conclusive justification for the modern approach is found in epistemological analysis. It is argued that well‐chosen ‘case studies’ from the history of science can make a major contribution to the development of pupils’ scientific understanding. All the foregoing must be seen in the context of science as an essential component of general education upon which more stress should be laid in schools than upon specialization in science for vocational reasons.