Abstract

In this paper, the inclusion of History and Philosophy of Science in non-formal and informal science education is proposed in order to provide students with the opportunity to grasp some aspects of Nature of Science with which they are not familiarized in the context of formal education. The cultural aspects of science, which is an important component of scientific literacy, are presented in an informal education context: in this case, a Science Festival. An interactively narrative inspired by Galileo’s Dialogue is used in order to engage junior high school students with History of Science and to enhance their conceptual understanding of cultural aspects of science.

Highlights

  • History and Philosophy of Science (HPS) in science teaching has a long history

  • The inclusion of History and Philosophy of Science in non-formal and informal science education is proposed in order to provide students with the opportunity to grasp some aspects of Nature of Science with which they are not familiarized in the context of formal education

  • The cultural aspects of science, which is an important component of scientific literacy, are presented in an informal education context: in this case, a Science Festival

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Summary

Introduction

History and Philosophy of Science (HPS) in science teaching has a long history. The main arguments for its inclusion are that HPS fosters a deeper understanding of: 1) the subject matter, meaning that the History of Science (HOS) may reveal the important context of the fragments of knowledge in question; 2) how learning in science education relates to the growth of scientific knowledge; and 3) the Nature of Science (NOS), in terms of methodological, philosophical and cultural aspects of science (Matthews, 2015; Stefanidou & Skordoulis, 2014; Stefanidou & Skordoulis, 2017). Filippoupoliti & Koliopoulos, too, mention that the study of the role of the HOS in informal and non-formal science education is heterogeneous and fragmentary and find a need for new research questions to be raised and new lines of research constructed to investigate the subject in a more systematic way This suggests a need to conduct research into the integration of HPS into activities outside the organized educational system; for instance, we are aware of the value of museums visits, in terms both of knowledge content and of motivating and fostering positive attitudes towards the natural sciences (Filippoupoliti & Koliopoulos, 2014). Science museums and science centers must play an appropriately active part in the educational program on which this survival depends (Kroto, 1997, joint winner of the 1996 Nobel Prize for chemistry)

Science Festivals
Galileo Galilei and His Dialogue Concerning the Two Chief World Systems
The Purpose of the Educational Program
The Educational Material
The Implementation
Conclusion and Discussion

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