The Long History of Using History of Science to Enliven and Inform Teaching and Learning in Biology

Abstract

This article introduces and contextualizes the content of this theme issue of The American Biology Teacher (ABT), which focuses on integrating elements of the history of science (HOS) in biology instruction. Such orientations can enhance students’ understanding of core biological concepts and the process of scientific discovery by associating them with appropriate historical narratives. This article introduces the range of ideas offered by a variety of authors regarding how to teach aspects of the history of science, most of which use the case study approach. The second purpose is to provide a research-based background in support of a history of science (HOS) teaching orientation with rationales for its inclusion in the curriculum. Therefor readers will find personal insights and a review of the use of historical techniques in biology instruction including discussion of seminal contributions such as the Harvard Case Studies in Experimental Science from HOS proponent James B. Conant and Leo Klopfer’s adaptation of this approach for high school classrooms with the History of Science Cases (HOSC). The review continues with discussion of rationales for the inclusion of HOS approaches and a typology of such approaches. Throughout the article posits that even a modest incorporation of historical context into instruction can significantly enrich the educational experience, helping students gain a more profound appreciation of biology and the nature of scientific inquiry, ultimately making instruction more impactful and meaningful.