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

Abstract

This study investigates whether a teacher professional development programme on the educational use of Historical Scientific Instruments enhances teachers’ interest, self-confidence, and perceived ability to integrate HSIs into science teaching. The study was conducted within the Erasmus+ INSIGHT project and involved 25 primary and secondary school teachers participating in a 26 h blended professional development programme; 19 completed a retrospective pre–post questionnaire, and three participated in semi-structured interviews. According to initial findings, participants reported significantly higher post-programme scores across all three dimensions, highlighting the value of inquiry-based, hands-on, and historically contextualized learning experiences in their reported professional learning