ABSTRACT

Background

Achieving the targeted of university physics courses and improving student motivation requires varying types of instructional design. One alternative approach to the traditional lecture format involves the use of historical science stories, which are narratives that present episodes from the life of a scientist, as well as characterizing the nature of science, providing students with a historical perspective of the subject being taught and helping them to comprehend and retain the concept.

Purpose

The purpose of our study was to investigate the effect of using historical science stories (HSS) on the academic achievement and motivation of future teachers.

Design and methods

A pretest-posttest research design compared two classrooms: one that included the story-based history of science in the teaching the topic of free fall movement and one that did not.

Sample

A total of 35 preservice science teachers (17 in the experimental group and 18 in the control group) participated in the study. The results showed that the preservice teachers in the experimental group performed better than those in the control group.

Results

The use of the historical science story-based approach also promoted the motivation of the participants. Analysis of the data revealed that the intervention had a statistically significant effect on the academic achievement of the student teachers. On the other hand, although the motivation scores in the experimental group increased, this increase was not found to be statistically significant.

Conclusions

The findings of this study support the use of historical science stories to improve academic achievement in higher education. The conclusions reached here may enable teacher educators to introduce historical events in a similar environment to support better comprehension of physics.

中文翻译：

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讲个故事，教授！历史科学故事对物理课学业成绩和动机的影响

摘要

背景

实现大学物理课程目标和提高学生积极性需要不同类型的教学设计。传统讲座形式的另一种方法涉及使用历史科学故事，这些故事是呈现科学家生活中的情节的叙述，以及表征科学的本质，为学生提供所教授学科的历史视角和帮助他们理解和记住这个概念。

目的

我们研究的目的是调查使用历史科学故事 (HSS) 对未来教师的学业成就和动机的影响。

设计与方法

前测-后测研究设计比较了两个教室：一个在教授自由落体运动主题时包括基于故事的科学史，另一个则没有。

样本

共有 35 名职前科学教师（实验组 17 人，对照组 18 人）参与了研究。结果表明，实验组职前教师的表现优于对照组。

结果

使用基于历史科学故事的方法也促进了参与者的积极性。数据分析表明，干预对实习教师的学业成绩有统计学意义的影响。另一方面，虽然实验组的动机得分有所增加，但这种增加在统计学上并不显着。

结论

这项研究的结果支持使用历史科学故事来提高高等教育的学业成绩。这里得出的结论可能使教师教育者能够在类似的环境中介绍历史事件，以支持更好地理解物理学。