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  1. The Historical-Investigative Approach to Teaching Science.Nahum Kipnis - 1996 - Science and Education, Kluwer Academic Publishers 5 (3):277-292.
    The paper describes the author's experience in using the history of science in teaching physics to science teachers. It was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.
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    The 'Historical-Investigative' Approach to Teaching Science.Nahum Kipnis - 1996 - Science & Education 5 (3):277-292.
    The paper describes the author's experience in using the history of science in teaching physics to science teachers. lt was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.
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  3. Discovery in Science and in Teaching Science.Nahum Kipnis - 2007 - Science & Education 16 (9-10):883-920.
    A proper presentation of scientific discoveries may allow science teachers to eliminate certain myths about the nature of science, which originate from an uncertainty among scholars about what constitutes a discovery. It is shown that a disagreement on this matter originates from a confusion of the act of discovery with response to it. It is suggested to separate these two concepts and also to distinguish the ‘scientific’ response from the ‘social’ one. The analysis is based on historical examples, primarily from (...)
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  4.  11
    Theories as Models in Teaching Physics.Nahum Kipnis - 1998 - Science & Education 7 (3):245-260.
    Discussing theories at length, including their origin, development, and replacement by other theories, can help students in understanding of both objective and subjective aspects of the scientific process. Presenting theories in the form of- models helps in this undertaking, and the history of science provides a number of suitable models. The paper describes specific examples that have been used in in-service courses for science teachers.
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  5. A Law of Physics in the Classroom: The Case of Ohm’s Law.Nahum Kipnis - 2009 - Science & Education 18 (3-4):349-382.
    Difficulties in learning Ohm’s Law suggest a need to refocus it from the law for a part of the circuit to the law for the whole circuit. Such a revision may improve understanding of Ohm’s Law and its practical applications. This suggestion comes from analysis of the history of the law’s discovery and its teaching. The historical materials this paper provides can also help teacher to improve students’ insights into the nature of science.
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  6. Thermodynamics and Mechanical Equivalent of Heat.Nahum Kipnis - 2014 - Science & Education 23 (10):2007-2044.
    This paper is the first part of a three-part project ‘How the principle of energy conservation evolved between 1842 and 1870: the view of a participant’. This paper aims at showing how the new ideas of Mayer and Joule were received, what constituted the new theory in the period under study, and how it was supported experimentally. A connection was found between the new theory and thermodynamics which benefited both of them. Some considerations are offered about the desirability of taking (...)
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  7. A History of Science Approach to the Nature of Science.Nahum Kipnis - 2000 - In W. McComas (ed.), The Nature of Science in Science Education: Rationales and Strategies. pp. 177-196.
    I subordinated the discussion of historical and philosophical issues of science to learning scientific concepts, superimposing them so as to make them inseparable. The topics of units are the same as in regular science courses, such as "electrical conductors and nonconductors," and the goal is the same: to formulate the laws of phenomena. The difference is in the ways the unit is taught. I have found that understanding of a concept improves if it is "rediscovered" with active participation on the (...)
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    Book Reviews - ISIS: History of the Principle of Interference of Light.Nahum Kipnis - 1992 - Isis 83 (4):671-72.
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  9.  67
    History of Science Enters Through the Back Door.Nahum Kipnis - manuscript
    The author argues for a greater involvement of professional historians of science into teaching science to improve the historical component of science. Yet, however much some teachers like history they find no room in the curriculum for a history of science course. The solution is in make the history of science a useful tool for teaching physics. The author shares his experience of using historical experiments carried out by students in a lab setting. Playing scientists not only improved understanding of (...)
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