Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Transversal (Belo Horizonte) |
Texto Completo: | https://periodicos.ufmg.br/index.php/transversal/article/view/15044 |
Resumo: | This article presents a methodology to teach about the nature of sciences and their histories through the construction of controversial dialogs in order to promote reflective and engaging practices among undergraduate and graduate students. This proposal seeks to establish the study’s guidelines and organize the distribution of tasks in groups to draft scripts of dialogs that bring relevant information and that produce antagonistic positions on controversial socioscientific issues. This information will later be recorded in short home videos of 5 to 10 minutes each, which will then be shown and discussed in the classroom. Finally, this article highlights some limitations of this methodology, primarily in the way it has been used in this study. By contrast, the advantages of its use are pinpointed as a didactic strategy that serves to stimulate historical research and critical thinking regarding the nature of science and its sociotechnical relations. |
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Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of SciencesHistorical ControversiesVideo ProductionArgumentationHistory and Philosophy of ScienceTeaching SciencesThis article presents a methodology to teach about the nature of sciences and their histories through the construction of controversial dialogs in order to promote reflective and engaging practices among undergraduate and graduate students. This proposal seeks to establish the study’s guidelines and organize the distribution of tasks in groups to draft scripts of dialogs that bring relevant information and that produce antagonistic positions on controversial socioscientific issues. This information will later be recorded in short home videos of 5 to 10 minutes each, which will then be shown and discussed in the classroom. Finally, this article highlights some limitations of this methodology, primarily in the way it has been used in this study. By contrast, the advantages of its use are pinpointed as a didactic strategy that serves to stimulate historical research and critical thinking regarding the nature of science and its sociotechnical relations. Universidade Federal de Minas Gerais2018-12-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/transversal/article/view/1504410.24117/2526-2270.2018.i5.11Transversal: International Journal for the Historiography of Science; No. 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–EducationTransversal: International Journal for the Historiography of Science; Núm. 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–EducationTransversal: International Journal for the Historiography of Science; No 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–EducationTransversal: International Journal for the Historiography of Science; n. 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education2526-2270reponame:Transversal (Belo Horizonte)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttps://periodicos.ufmg.br/index.php/transversal/article/view/15044/12004Copyright (c) 2018 Bernardo J. Oliveira, Marina A. Fonseca, Verona Campos Segantinihttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessOliveira, Bernardo J.Fonseca, Marina A.Segantini, Verona Campos2021-07-26T19:45:59Zoai:periodicos.ufmg.br:article/15044Revistahttps://periodicos.ufmg.br/index.php/transversal/indexPUBhttps://periodicos.ufmg.br/index.php/transversal/oaimauroconde@ufmg.br2526-22702526-2270opendoar:2021-07-26T19:45:59Transversal (Belo Horizonte) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
title |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
spellingShingle |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences Oliveira, Bernardo J. Historical Controversies Video Production Argumentation History and Philosophy of Science Teaching Sciences |
title_short |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
title_full |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
title_fullStr |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
title_full_unstemmed |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
title_sort |
Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences |
author |
Oliveira, Bernardo J. |
author_facet |
Oliveira, Bernardo J. Fonseca, Marina A. Segantini, Verona Campos |
author_role |
author |
author2 |
Fonseca, Marina A. Segantini, Verona Campos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Oliveira, Bernardo J. Fonseca, Marina A. Segantini, Verona Campos |
dc.subject.por.fl_str_mv |
Historical Controversies Video Production Argumentation History and Philosophy of Science Teaching Sciences |
topic |
Historical Controversies Video Production Argumentation History and Philosophy of Science Teaching Sciences |
description |
This article presents a methodology to teach about the nature of sciences and their histories through the construction of controversial dialogs in order to promote reflective and engaging practices among undergraduate and graduate students. This proposal seeks to establish the study’s guidelines and organize the distribution of tasks in groups to draft scripts of dialogs that bring relevant information and that produce antagonistic positions on controversial socioscientific issues. This information will later be recorded in short home videos of 5 to 10 minutes each, which will then be shown and discussed in the classroom. Finally, this article highlights some limitations of this methodology, primarily in the way it has been used in this study. By contrast, the advantages of its use are pinpointed as a didactic strategy that serves to stimulate historical research and critical thinking regarding the nature of science and its sociotechnical relations. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/transversal/article/view/15044 10.24117/2526-2270.2018.i5.11 |
url |
https://periodicos.ufmg.br/index.php/transversal/article/view/15044 |
identifier_str_mv |
10.24117/2526-2270.2018.i5.11 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/transversal/article/view/15044/12004 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Bernardo J. Oliveira, Marina A. Fonseca, Verona Campos Segantini https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Bernardo J. Oliveira, Marina A. Fonseca, Verona Campos Segantini https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Transversal: International Journal for the Historiography of Science; No. 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education Transversal: International Journal for the Historiography of Science; Núm. 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education Transversal: International Journal for the Historiography of Science; No 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education Transversal: International Journal for the Historiography of Science; n. 5 (2018): Dossier IDTC Special Issue | Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education 2526-2270 reponame:Transversal (Belo Horizonte) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Transversal (Belo Horizonte) |
collection |
Transversal (Belo Horizonte) |
repository.name.fl_str_mv |
Transversal (Belo Horizonte) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
mauroconde@ufmg.br |
_version_ |
1754913651074007040 |