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Presidential address: Experimenting with the scientific past
1*School of Philosophy,Religion and History of Science,University of Leeds,Leeds LS2 9JT,UK.
British Journal for the History of Science
|June 30, 2016
Summary
Exploring counterfactual history of science, this study used a teaching experiment on the Mendelism controversy. Results offer new methods for studying past scientific alternatives and improving science education.
Area of Science:
- History of Science
- Genetics
- Science Education
Background:
- Counterfactual history of science involves exploring 'what if' scenarios in scientific development.
- The controversy surrounding Mendelism in the early 20th century provides a rich case study for such exploration.
- Understanding alternative scientific pasts can illuminate present scientific trajectories.
Purpose of the Study:
- To investigate the potential impact of an altered Mendelism controversy on the current state of biology.
- To develop and test novel pedagogical approaches for teaching the history of science.
- To explore new methods for researching counterfactual scientific pasts.
Main Methods:
- A novel teaching experiment was designed and implemented.
- The experiment focused on a hypothetical divergence in the historical Mendelism controversy.
- Student engagement and learning outcomes were assessed.
Main Results:
- The experiment provided insights into how biology might differ if the Mendelism controversy had resolved differently.
- New avenues for collecting evidence on counterfactual scientific pasts were identified.
- The study highlighted opportunities for collaboration between historians of science and science educators.
Conclusions:
- Counterfactual history of science offers valuable perspectives on scientific development.
- Teaching experiments can be effective tools for exploring historical scientific contingencies.
- This approach fosters deeper self-awareness regarding the nature of historical inquiry in science.
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