University students’ associative knowledge of history of science: Matthew effect in action?

Ismo Koponen 1 * , Maija Nousiainen 1
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1 Department of Physics, University of Helsinki, Helsinki, Finland
* Corresponding Author
EUR J SCI MATH ED, Volume 6, Issue 2, pp. 69-81. https://doi.org/10.30935/scimath/9524
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ABSTRACT

We present a method to analyse how pre-service science teachers relate events, ideas, characters and deeds in history of science and in cultural and general history. A group of 25 students presented their views they deemed to be of importance in history of science, culture, society and politics in era between 1550 and 1850. The sample is based on students’ study reports and analysed by using network analysis. We show how students’ knowledge of history of science and history in general are organised around certain famous characters, ideas, events and institutions, thus revealing the phenomenon of accumulation of fame; the Mathew effect in action.
Keywords: history, science, network approach, degree centrality, betweenness centrality

CITATION

Koponen, I., & Nousiainen, M. (2018). University students’ associative knowledge of history of science: Matthew effect in action?. European Journal of Science and Mathematics Education, 6(2), 69-81. https://doi.org/10.30935/scimath/9524

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