The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science

This study took place in an introductory science inquiry course for preservice elementary school teachers as a supplement to lessons on critical thinking. The correspondence of Charles Darwin was used to provide historical context to nature of science concepts of the sociocultural embeddedness of science, the subjective and reflective nature of the knowledge and experiences of scientists, and science is composed of different types of empirically based knowledge. Darwin’s own words, reactions to other’s words and ideas, and personal correspondences illustrate the undercurrent of social interactions and private thought processes that furthered the development of scientific understanding. Qualitative analysis of student data indicates that these historical letters provided a medium through which students were able to recognize ideas commonly identified as NOS. With the appropriate instructional and pedagogical supports described, students demonstrated knowledge of the historical context of Darwin’s work and the social enterprise of science illustrated through that work, leading to their developing understanding of the nature of science.