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Teaching Science with Context

Historical, Philosophical, and Sociological Approaches

  • Book
  • © 2018

Overview

Editors:
  1. Maria Elice de Brzezinski Prestes

    1. Institute of Biosciences, University of São Paulo, São Paulo, Brazil

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    You can also search for this editor in PubMed   Google Scholar

  2. Cibelle Celestino Silva

    1. Institute of Physics of São Carlos, University of São Paulo, São Carlos, Brazil

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Provides successful examples of uses of history, philosophy and sociology of science in science education in Ibero-America
  • Explores teaching learning sequences using history and philosophy of science
  • Presents examples of best practices and teaching strategies

Part of the book series: Science: Philosophy, History and Education (SPHE)

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Table of contents (26 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Rationale

    1. Front Matter

      Pages 1-1
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    2. Critical and Transformative Teachers: A Rationale for History and Philosophy of Science in Teacher Education

      • Breno Arsioli Moura, Cibelle Celestino Silva
      Pages 3-13

  3. Nature of Science

    1. Front Matter

      Pages 15-15
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    2. Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration

      • Nathália Helena Azevedo, Daniela Lopes Scarpa
      Pages 17-30

    3. Consensus and Dissent Around the Concept of Nature of Science in the Ibero-American Community of Didactics of Science

      • Rafael Yecid Amador-Rodríguez, Agustín Adúriz-Bravo
      Pages 31-47

    4. Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking

      • María Teresa Guerra-Ramos, José Baltazar García-Horta
      Pages 49-64

    5. Theory, Evidence, and Examples of Teaching the Nature of Science and Biology Using the History of Science: A Chilean Experience

      • Hernán Cofré, Paola Núñez, David Santibáñez, José Pavez, Claudia Vergara
      Pages 65-84

    6. Epistemological Conceptions of University Teachers and Students of Science

      • María B. García, Silvia Vilanova, Sofía Sol Martín
      Pages 85-98

    7. Is the Electron Real? Who Discovered the Expanding Universe? Debating Nonconsensus Topics of Nature of Science in Science Classrooms

      • André Noronha, Alexandre Bagdonas, Ivã Gurgel
      Pages 99-112

    8. Undergraduate Psychology Students’ Conceptions on Scientific Knowledge and Psychology-Specific Epistemological Beliefs

      • Zuraya Monroy-Nasr, Rigoberto León-Sánchez, Kirareset Barrera-García, Germán Alvarez-Díaz de León
      Pages 113-123

    9. The “Science” as Portrayed in Documents of the Biological Evolution Versus Intelligent Design Debate

      • Sílvia Regina Groto, André Ferrer P. Martins
      Pages 125-141

    10. Multiple Narratives As Cognitive and Political Bridges to Understanding the Nature of Scientific Knowledge

      • Alcira Rivarosa, Carola Astudillo
      Pages 143-157

  4. History of Science

    1. Front Matter

      Pages 159-159
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    2. Abraham Trembley (1710–1784) and the Creature That Defies Classification: Nature of Science and Inquiry Through a Historical Narrative

      • Filipe Faria Berçot, Eduardo Cortez, Maria Elice de Brzezinski Prestes
      Pages 161-190

    3. Historical Reconstruction of Membrane Theoretical Models: An Educative Curriculum Material

      • Anna Cassia Sarmento, Cláudia Sepúlveda, Charbel N. El-Hani
      Pages 191-219

    4. The History of Chemistry in Latin America

      • José A. Chamizo
      Pages 221-234

    5. Natural History, Chemistry, and Teaching in Modern Scientific Culture

      • Luciana Zaterka, Ronei Clécio Mocellin
      Pages 235-249

    6. The History of Science in Teacher Training Programs: A Series of Contributions and Debates for the Teaching of Electrochemistry

      • Johanna Camacho González, Mercé Izquierdo, Núria Solsona
      Pages 251-263

    7. An Empirical View of the Teaching of the Chemical Element Concept

      • Dulce María López-Valentín
      Pages 265-275
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Keywords

About this book

This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches.
The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum. 

Editors and Affiliations

  • Institute of Biosciences, University of São Paulo, São Paulo, Brazil

    Maria Elice de Brzezinski Prestes

  • Institute of Physics of São Carlos, University of São Paulo, São Carlos, Brazil

    Cibelle Celestino Silva

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