Examining Teaching Emphases of History of Science in Award-Winning Science Lesson Plans in Macao

Abstract

In this study, we examined the teaching emphasis of the history of science (HOS) in science lesson plans. The examination was based on a five-dimensional framework, which comprises conceptual, procedural, epistemological, affectional, and social dimensions. Content analysis was employed as the research methodology, targeting 71 copies of science lesson plans receiving awards between 2006 and 2020 in Macao. Both qualitative and quantitative results of content analysis were obtained. Some categories of teaching emphasis were identified within each dimension. It was found that the conceptual, procedural, and affectional dimensions occupy more proportions while the epistemological and social dimensions less. Moreover, some differences between three science subjects (biology, chemistry, and physics) and between the junior and senior secondary schools were identified. In addition, the percentage of the conceptual teaching emphasis showed a remarkably decreasing trend while the other four showed varying degrees of upward trends over the past 15 years. The findings are discussed against the social background of Macao and three conclusions have been drawn: (1) the nature of science has been ignored when including HOS in science teaching, (2) subjects and educational levels could be variables that influence the inclusion of HOS in science teaching, and (3) the effect of science curriculum reform is positive on the implementation of HOS in practice. It is suggested that the concept of the teaching emphasis of HOS and the five-dimensional framework created in this study can be used in future research and practice.