Teachers’ Interest, Self-Confidence, and Ability to Integrate Historical Scientific Instruments into Their Teaching

This study examines the interest, self-confidence, and ability of primary and secondary school teachers to integrate historical scientific instruments into their teaching practices. The research was conducted within the framework of the European Erasmus project INSIGHT, which promotes the educational use of historical scientific instruments in science education.

The research sample consisted of 25 primary and secondary education teachers who participated in a 26-hour professional development seminar. Of these, 20 teachers completed the questionnaire and were included in the quantitative phase of the study.

The seminar combined four face-to-face laboratory workshops with 18 hours of asynchronous distance learning. The workshops focused on: (a) introducing the educational use of historical scientific instruments, (b) integrating Inquiry-Based Learning (IBL) approaches into teaching, (c) reconstructing historical scientific instruments using simple materials, and (d) reflecting on teaching practices and learning experiences. During the asynchronous component, participants explored project resources, selected a historical instrument for further study, and developed educational materials based on it.

This study adopts a mixed-methods design, combining quantitative and qualitative approaches. The quantitative component uses a retrospective pre–post-test design, while the qualitative component includes semi-structured interviews. Data are collected through a structured questionnaire containing Likert-scale statements, multiple-choice questions, and open-ended responses.

At this stage, the analysis focuses exclusively on questionnaire data. Initial findings indicate a strong positive impact of the INSIGHT project on teachers’ interest, confidence, and ability to integrate historical scientific instruments into teaching. Participants report increased access to educational resources, improved pedagogical skills, and high overall satisfaction. Hands-on activities, historical context, and practical guidance emerge as the most influential aspects of the programme.

A more comprehensive presentation at the conference will include the full questionnaire analysis and findings from the semi-structured interviews.