“It’s a lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning

While many recent curriculum reforms recognise the value of history science (HOS) in teaching, in-depth investigations into teachers’ experiences planning HOS-based lessons have been rare. We present a case study two groups preservice teachers (PSTs) who collaboratively planned high school using HOS. The research aims were to understand what design issues arose and how they unfolded as each group lesson. A issue arises when members dispute over topic related lesson there is need for decision making. identified several major around selecting suitable history, adapting teaching with no correct answer, balancing empathising people from past, which manifested differently across groups. PSTs’ reflections suggested that collaborative experience helped them limitations content-focused pedagogical methods various ways HOS can be used enrich teaching. sheds light on some challenges an unfamiliar type create opportunities broaden PSTs' knowledge instruction.