A history-of-physics laboratory

Devons, S.; Hartmann, Lillian

doi:10.1063/1.3021961

Cited by 23 publications

(16 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, when the history of science began to enter the science classroom this was done by enthusiasts teachers encouraged by some historians of science. They introduced elements of history through reading excerpts from original scientific works (Galdabini and Rossi 1993), dramatization of scientific debates (Lochhead and Dufresne 1989), or repetition of historical experiments (Devons and Hartmann 1970). The arguments for introducing history included an increase of interest in studying science, showing its dynamic aspect and its connections with philosophy, technology, culture, and others (Brush 1974).…”

Section: Why Students Need To Learn About Discoverymentioning

confidence: 99%

Discovery in Science and in Teaching Science

Kipnis¹

2006

Sci & Educ

View full text Add to dashboard Cite

A proper presentation of scientific discoveries may allow science teachers to eliminate certain myths about the nature of science, which originate from an uncertainty among scholars about what constitutes a discovery. It is shown that a disagreement on this matter originates from a confusion of the act of discovery with response to it. It is suggested to separate these two concepts and also to distinguish the 'scientific' response from the 'social' one. The analysis is based on historical examples, primarily from the history of optics.

show abstract

Section: Why Students Need To Learn About Discoverymentioning

confidence: 99%

Discovery in Science and in Teaching Science

Kipnis¹

2006

Sci & Educ

View full text Add to dashboard Cite

show abstract

“…Perhaps the most common type of historical experiments in the context of science education has been the physical replication of important, well-known and unquestioned results. Reproducing these ''classic experiments'' can be an aid to teaching basic scientific facts and ideas, making them more vivid and memorable (Devons and Hartmann 1970)-but that seems to be a general benefit of laboratory demonstrations or experiments, not anything peculiar to historical experiments. In contrast, the physical 27 replication of results that are unknown or considered implausible in current science will have different and much more interesting effects on education.…”

Section: Can Complementary Experiments Help Science Education?mentioning

confidence: 99%

How Historical Experiments Can Improve Scientific Knowledge and Science Education: The Cases of Boiling Water and Electrochemistry

Chang

2010

Sci & Educ

View full text Add to dashboard Cite

I advance some novel arguments for the use of historical experiments in science education. After distinguishing three different types of historical experiments and their general purposes, I define complementary experiments, which can recover lost scientific knowledge and extend what has been recovered. Complementary experiments can help science education in four major ways: to enrich the factual basis of science teaching; to improve students' understanding of the nature of science; to foster habits of original and critical inquiry; and to attract students to science through a renewed sense of wonder. I illustrate these claims with my own recent work in historical experiments, in which I reproduced anomalous variations in the boiling point of water reported 200 years ago, and carried out new experimental and theoretical work arising from the replication of some early electrochemical experiments.

show abstract

“…Percebe-se, também, diferença em relação às propostas que enfocam o uso de experimentos históricos. Vale ressaltar que há uma concordância entre os pesquisadores da área de que propostas para o trabalho com experimentos (históricos ou não) que levem os estudantes a seguir passos de uma sequência pré-determinada, alcançando resultados preestabelecidos, pouco contribui para a formação desses estudantes (Araújo & Abib, 2003;Devons & Hartmann, 1970;Germano, Lima & Silva, 2012;Heering, 2000;Heering & Witje, Höttecke;2012;Kipnis, 1996).…”

Section: O Papel Dos Experimentos Históricos No Ensino De Físicaunclassified

Experimentos Históricos E O Ensino De Física: Agregando Reflexões a Partir Da Revisão Bibliográfica Da Área E Da História Cultural Da Ciência

Jardim

Guerra

2017

IENCI

View full text Add to dashboard Cite

ResumoNo presente artigo apresentamos uma discussão acerca dos objetivos de ensino encontrados na literatura relacionada ao trabalho com experimentos históricos. Como ponto de partida, realizamos uma revisão bibliográfica, nos websites de seis periódicos de grande relevância nacional para a área do ensino de ciências, e em especial, para o Ensino de Física. O critério de busca se baseou, a princípio, em trabalhos publicados entre os anos de 2001 a 2016, a partir de termos como "experimentos históricos", "museus" e "experiência". Em um segundo momento, devido ao grande número de publicações encontrado, foi desenvolvido um processo de triagem a partir da análise de títulos, resumos, palavras-chave e, quando necessário, do corpo do texto, tendo como intuito o de identificar quais as pesquisas enfatizavam o trabalho com experimentos históricos no ensino de Física, seja em uma perspectiva teórica, seja na manipulação de uma réplica de um aparato histórico. As propostas selecionadas foram dispostas em categorias adaptadas do trabalho de Heering e Höttecke (2014) para que pudéssemos traçar um paralelo entre a produção nacional e internacional que acabaram por apresentar escopos consonantes. Além disso, análise dos resultados nos leva a inferir que, de maneira geral, fatores extra laboratoriais, inerentes a ciência, quando não negligenciados, são colocados de maneira periférica. Assim, traçamos considerações teóricas baseadas em Historiadores da Ciência, que se pautam no viés da História Cultural da Ciência, buscando agregar reflexões ao que vem sendo desenvolvido acerca dos experimentos históricos no ensino de Física até o momento.Palavras-Chave: Experimentos Históricos; Ensino de Física; Revisão Bibliográfica; História Cultural da Ciência; História da Ciência. AbstractIn this paper, a discussion about the purposes of historical experiments in science teaching found in the literature will be presented. As a starting point, we carried out a bibliographic review, on the websites of six relevant periodicals for the area of Science Teaching and, especially for Physics Teaching. The search was based, at first, on works published between the years 2001 and 2016, from terms like "historical experiments", "museums" and "experience". Thereon, due to the large number of publications found, a screening process was developed based on the analysis of titles, abstracts, keywords and, whether necessary, the whole text, aiming to identify which searches emphasize working with historical experiments in Physics teaching, from a theoretical perspective or based on manipulation of a replica of historical apparatus. The selected proposals were arranged in categories adapted from the work of Heering and Höttecke (2014) which allowed us to draw a parallel between the national and international publication that presented resembling scopes. Furthermore, the analysis of the results leads us to infer that, in general, extra lab factors, inherent to science, when not neglected, are placed in a peripheral perspective. Thus, we draw theoretical con...

show abstract

A history-of-physics laboratory

Cited by 23 publications

References 1 publication

Discovery in Science and in Teaching Science

Discovery in Science and in Teaching Science

How Historical Experiments Can Improve Scientific Knowledge and Science Education: The Cases of Boiling Water and Electrochemistry

Experimentos Históricos E O Ensino De Física: Agregando Reflexões a Partir Da Revisão Bibliográfica Da Área E Da História Cultural Da Ciência

Contact Info

Product

Resources

About