THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS

TitleTHE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS
Publication TypeJournal Article
Year of Publication2015
AuthorsBussotti, P
JournalJournal of Baltic Science Education
Volume14
Issue5
Start Page564–568
PaginationContinuous
Date PublishedOctober/2015
Type of ArticleEditorial
ISSN1648-3898
Other NumbersICID: 1180089
KeywordsEducational approach, history of astronomy, history of science, level of knowledge
Abstract

I teach history of science at the University of Udine, Italy. My students – about 25 – frequently the second and the third year at the faculty of Letters and Philosophy (now called “Polo Umanistico”). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1180089
Refereed DesignationRefereed
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