History and Philosophy of Science in teaching: there are many stones on the way...
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Data de Publicação: | 2008 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/6056 |
Resumo: | From different perspectives, the importance of History and Philosophy of Science to the research in Science teaching has been frequently detached on the literature of the area. It is almost a consensus the need to incorporate historical and philosophical elements at High School level, and this need is guiding significative part of undergraduate teacher education courses curriculum. Notwithstanding, High School teachers rarely make use of this kind of knowledge on their classes. In this paper we describe the results of an empirical diagnostic study that surveyed the experiences and difficulties faced by three study groups regarding the didactic use of History and Philosophy of Science. A questionnaire was answered by 82 people, including undergraduate students, postgraduate students and public schools teachers. Results bring to light a list of questions that goes beyond those related to production of high quality didactic material. The pedagogical knowledge of the subject, needs to be better considered on the undergraduate courses, for it seems to be a decisive step to overcome naïve conceptions about the working with History and Philosophy of Science. |
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History and Philosophy of Science in teaching: there are many stones on the way...História e Filosofia da Ciência no ensino: Há muitas pedras nesse caminho...From different perspectives, the importance of History and Philosophy of Science to the research in Science teaching has been frequently detached on the literature of the area. It is almost a consensus the need to incorporate historical and philosophical elements at High School level, and this need is guiding significative part of undergraduate teacher education courses curriculum. Notwithstanding, High School teachers rarely make use of this kind of knowledge on their classes. In this paper we describe the results of an empirical diagnostic study that surveyed the experiences and difficulties faced by three study groups regarding the didactic use of History and Philosophy of Science. A questionnaire was answered by 82 people, including undergraduate students, postgraduate students and public schools teachers. Results bring to light a list of questions that goes beyond those related to production of high quality didactic material. The pedagogical knowledge of the subject, needs to be better considered on the undergraduate courses, for it seems to be a decisive step to overcome naïve conceptions about the working with History and Philosophy of Science.A relevância da História e da Filosofia da Ciência para a pesquisa em ensino de ciências, sob diversos aspectos, tem sido apontada com bastante freqüência na literatura especializada da área. A necessidade de incorporação de elementos históricos e filosóficos no ensino médio chega a ser praticamente consensual, o que passou a orientar currículos de parcela significativa das licenciaturas. No entanto, os professores do nível médio dificilmente incorporam esse tipo de conhecimento em suas práticas. Nesse trabalho, relatamos os resultados de uma pesquisa empírica, de natureza diagnóstica, que buscou investigar as principais dificuldades e experiências de três grupos de indivíduos acerca do uso da História e da Filosofia da Ciência para fins didáticos. Um questionário a esse respeito foi aplicado a 82 sujeitos, entre licenciandos, alunos de pós-graduação e professores da rede pública. Os resultados suscitam uma série de questões para reflexão, que transcendem a preocupação com a produção de material didático de qualidade. O conhecimento pedagógico do conteúdo, a ser melhor considerado nos cursos de formação inicial, parece ser decisivo na superação de visões ingênuas sobre o trabalho com a História e Filosofia da Ciência.Imprensa Universitária - UFSC2008-08-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/6056Caderno Brasileiro de Ensino de Física; v. 24 n. 1 (2007); 112-1312175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/6056/12761Martins, André Ferrer Pintoinfo:eu-repo/semantics/openAccess2022-11-29T18:47:26Zoai:periodicos.ufsc.br:article/6056Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2022-11-29T18:47:26Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
History and Philosophy of Science in teaching: there are many stones on the way... História e Filosofia da Ciência no ensino: Há muitas pedras nesse caminho... |
title |
History and Philosophy of Science in teaching: there are many stones on the way... |
spellingShingle |
History and Philosophy of Science in teaching: there are many stones on the way... Martins, André Ferrer Pinto |
title_short |
History and Philosophy of Science in teaching: there are many stones on the way... |
title_full |
History and Philosophy of Science in teaching: there are many stones on the way... |
title_fullStr |
History and Philosophy of Science in teaching: there are many stones on the way... |
title_full_unstemmed |
History and Philosophy of Science in teaching: there are many stones on the way... |
title_sort |
History and Philosophy of Science in teaching: there are many stones on the way... |
author |
Martins, André Ferrer Pinto |
author_facet |
Martins, André Ferrer Pinto |
author_role |
author |
dc.contributor.author.fl_str_mv |
Martins, André Ferrer Pinto |
description |
From different perspectives, the importance of History and Philosophy of Science to the research in Science teaching has been frequently detached on the literature of the area. It is almost a consensus the need to incorporate historical and philosophical elements at High School level, and this need is guiding significative part of undergraduate teacher education courses curriculum. Notwithstanding, High School teachers rarely make use of this kind of knowledge on their classes. In this paper we describe the results of an empirical diagnostic study that surveyed the experiences and difficulties faced by three study groups regarding the didactic use of History and Philosophy of Science. A questionnaire was answered by 82 people, including undergraduate students, postgraduate students and public schools teachers. Results bring to light a list of questions that goes beyond those related to production of high quality didactic material. The pedagogical knowledge of the subject, needs to be better considered on the undergraduate courses, for it seems to be a decisive step to overcome naïve conceptions about the working with History and Philosophy of Science. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-08-25 |
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.ufsc.br/index.php/fisica/article/view/6056 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/6056 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/6056/12761 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 24 n. 1 (2007); 112-131 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
_version_ |
1799940569503367168 |