A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend

Detalhes bibliográficos
Autor(a) principal: Manzoni de Almeida, Daniel
Data de Publicação: 2019
Outros Autores: Seixas Mello, Paula, Frateschi Trivelato, Silvia Luzia, Marzin-Janvier, Patricia, Rodrigues Siqueira, Jean, Gonçalves Pereira, Marsilvio
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/6691
Resumo: In this study, initiated during immunology classes in a graduate course, we analyzed argumentative texts written by students whose production was guided by the counter-inductive approach of knowledge proposed by Paul Feyerabend in his book ‘Against method’ (1975). It was applied a teaching practices activity about a topic on Immunology covering some aspects of the philosophy of science in higher education, particularly the philosophy of biology. The texts written by the students showed the presence of clearly identifiable argumentative structures and also the presence of contents related to scientific and philosophical contexts.
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spelling A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabendteaching biology; teaching science; teaching philosophy of scienceTeaching Immunology; Teaching Biology; Teaching Philosophy of ScienceIn this study, initiated during immunology classes in a graduate course, we analyzed argumentative texts written by students whose production was guided by the counter-inductive approach of knowledge proposed by Paul Feyerabend in his book ‘Against method’ (1975). It was applied a teaching practices activity about a topic on Immunology covering some aspects of the philosophy of science in higher education, particularly the philosophy of biology. The texts written by the students showed the presence of clearly identifiable argumentative structures and also the presence of contents related to scientific and philosophical contexts.Universidade Tecnológica Federal do Paraná (UTFPR)Manzoni de Almeida, DanielSeixas Mello, PaulaFrateschi Trivelato, Silvia LuziaMarzin-Janvier, PatriciaRodrigues Siqueira, JeanGonçalves Pereira, Marsilvio2019-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/669110.3895/rbect.v12n3.6691Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019)1982-873X10.3895/rbect.v12n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRenghttps://periodicos.utfpr.edu.br/rbect/article/view/6691/pdfDireitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:40:46Zoai:periodicos.utfpr:article/6691Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:40:46Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
title A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
spellingShingle A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
Manzoni de Almeida, Daniel
teaching biology; teaching science; teaching philosophy of science
Teaching Immunology; Teaching Biology; Teaching Philosophy of Science
title_short A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
title_full A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
title_fullStr A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
title_full_unstemmed A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
title_sort A case study in the teaching of immunology: written arguments and the counter-inductive method of Paul Feyerabend
author Manzoni de Almeida, Daniel
author_facet Manzoni de Almeida, Daniel
Seixas Mello, Paula
Frateschi Trivelato, Silvia Luzia
Marzin-Janvier, Patricia
Rodrigues Siqueira, Jean
Gonçalves Pereira, Marsilvio
author_role author
author2 Seixas Mello, Paula
Frateschi Trivelato, Silvia Luzia
Marzin-Janvier, Patricia
Rodrigues Siqueira, Jean
Gonçalves Pereira, Marsilvio
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv Manzoni de Almeida, Daniel
Seixas Mello, Paula
Frateschi Trivelato, Silvia Luzia
Marzin-Janvier, Patricia
Rodrigues Siqueira, Jean
Gonçalves Pereira, Marsilvio
dc.subject.por.fl_str_mv teaching biology; teaching science; teaching philosophy of science
Teaching Immunology; Teaching Biology; Teaching Philosophy of Science
topic teaching biology; teaching science; teaching philosophy of science
Teaching Immunology; Teaching Biology; Teaching Philosophy of Science
description In this study, initiated during immunology classes in a graduate course, we analyzed argumentative texts written by students whose production was guided by the counter-inductive approach of knowledge proposed by Paul Feyerabend in his book ‘Against method’ (1975). It was applied a teaching practices activity about a topic on Immunology covering some aspects of the philosophy of science in higher education, particularly the philosophy of biology. The texts written by the students showed the presence of clearly identifiable argumentative structures and also the presence of contents related to scientific and philosophical contexts.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-13
dc.type.none.fl_str_mv

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.utfpr.edu.br/rbect/article/view/6691
10.3895/rbect.v12n3.6691
url https://periodicos.utfpr.edu.br/rbect/article/view/6691
identifier_str_mv 10.3895/rbect.v12n3.6691
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/6691/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 CC-BY
http://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 Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 3 (2019)
1982-873X
10.3895/rbect.v12n3
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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