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Updated: Oct 1, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Is HPS a valuable component of a STEM education? An empirical study of student interest in HPS courses within an
Greg Lusk1,2
1Lyman Briggs College and the Department of Philosophy, Michigan State University, East Lansing, MI USA.
Abstract:
This paper presents the results of a survey of students majoring in STEM fields whose education contained a significant history, philosophy and sociology (HPS) of science component. The survey was administered to students in a North American public 4-year university just prior to completing their HPS sequence. The survey assessed students' attitudes towards HPS to gauge how those attitudes changed over the course of their college careers, and to identify the benefits and obstacles to studying HPS as a component of their STEM education. The survey reveals that students generally found unexpected value in taking HPS within their STEM curriculum. It also reveals that framing HPS courses as a means of gaining communication skills necessary to be an influential scientist seems to resonate with students. However, students also identified several factors limiting engagement with HPS content, including the length and density of required readings and assessment via essays and papers.
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