The inclusion of the history of science in science curricula-and specially, in the curricula of science teachers-is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemistry, on the early developments of John Dalton's atomic theory. Based on the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in the present. Science teaching for current days will benefit from the approach that may be termed the ''new historiography of science''.
Este trabalho analisa os seis livros didáticos de química indicados pelo Programa Nacional do Livro Didático para o Ensino Médio em 2007 (PNLEM 2007), no que se refere a seus conteúdos de história da ciência. Para isso, partiu-se do instrumento de análise desenvolvido por L. Leite (2002), que foi adaptado para a presente investigação. Os resultados obtidos indicam, como tendência geral, que a história da ciência é apresentada nos livros didáticos de maneira linear e superficial, constando, sobretudo, de nomes e datas. Dessa maneira, concluímos que os conteúdos de história da ciência desses livros não contribuem para que os alunos desenvolvam uma imagem do empreendimento científico condizente com os objetivos educacionais da atualidade.
Recebido em 15/7/13; aceito em 25/9/13; publicado na web em 16/10/13 RESEARCH IN CHEMICAL EDUCATION AS A STRATEGIC AREA FOR THE DEVELOPMENT OF CHEMISTRY. This paper presents an overview of the development of chemical education as a research area and some of its contributions to society. Although science education is a relatively recent area of research, it went through an expressive development in the last decades. As in the whole world, in Brazil also such development is attested by the expressive number of scientific societies, specialized journals, and meetings with growing attendance in the areas of science education in general and chemical education in particular. Following are the main contributions of research in science education related to chemistry teaching: adoption of teaching-learning principles in chemistry education; contextualization of chemical knowledge; interdisciplinary approach to chemistry teaching; use of the history of science for the definition of contents and for the design of curricula and teaching tools; development of specific disciplines for the initial and in-service training of chemistry teachers; publication of innovative chemistry textbooks by university-based research groups; elaboration of official guidelines for high-school level; and evaluation of chemistry textbooks to be distributed to high-school students by the Brazilian government. In spite of a positive impact of such initiatives, science education in Brazil still faces many problems, as indicated by poor results in international evaluations (such as the Program for International Student Assessment). However, changes in such a scenario depend less on the research in chemical education than on the much-needed governmental initiatives aiming at the improvement of both attractiveness of teaching career and structural conditions of public schools. In conclusion, new government investments in education are necessary for continuing the development of chemistry; moreover, scientific societies and decision makers in educational policies should take into consideration the contributions originated from the chemical education research area.
INTRODUÇÃODentro da perspectiva de refletir sobre a atualidade e os desafios da situação da Química, em resposta à proposta da Comissão constituída pela Diretoria e Conselho Consultivo da SBQ para a realização do "Censo da Química no País", o presente artigo objetiva apresentar contribuições da pesquisa no Ensino de Química para o desenvolvimento da Química. Nesse sentido, este artigo se configura também em um position paper que busca sintetizar as principais contribuições da área de Pesquisa em Ensino de Química no tocante ao tema "Educação em Química: da educação básica à pós-graduação", destacado pela referida Comissão em seu position paper de 2012. Esse artigo, intitulado "Química sem fronteiras", assinalava a presença de desafios globais para a Química, a serem resolvidos em escala nacional, regional, estadual e/ou municipal. 2 No presente artigo, delineia-se brevemente uma perspectiva h...
This paper analyzes the development of the concept of alkahest from its origins in the Paracelsian corpus to its mature form in the works of Joan Baptista van Helmont (1579-1644) and his successors. Historians of science have usually focused on the chemical aspects of the alkahest, taking into account especially the claims that it was a substance capable of dissolving all kinds of matter. This paper shows the medical implications of the alkahest: it was not only a "solvent," but an important means of revealing nature's secrets and of producing medicines. The properties ascribed to the alkahest fit perfectly within Helmontian theories about matter, disease, and cure.
This paper presents a history of
chemistry case study focusing
on selected aspects of the work of American engineer Thomas Midgley,
Jr. (1889–1944): the development of tetraethyl lead as an antiknock
gasoline additive and of chlorofluorocarbons (CFCs) as fluids for
refrigeration devices. One general aim of this case study is to display
the complex nature of science, including the relation of science to
technological and social issues, the nonlinear and noncumulative nature
of its development, and the contribution of people with different
backgrounds to the construction of scientific knowledge. Moreover,
this work focuses on promoting reflections about two main themes:
the periodic table as a tool for chemists’ work and the ethical
issues related to chemical risks. This case study may help chemistry
teachers to enlarge and enrich their views on chemistry as a science
and as a profession and to discuss such issues with students.
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