Changes Observed in Views of Nature of Science During a Historically Based Unit

Rudge, David Wÿss; Cassidy, David P.; Fulford, Janice M.; Howe, Eric M.

doi:10.1007/s11191-012-9572-3

Cited by 54 publications

(33 citation statements)

References 38 publications

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“…Different investigations (e.g. Abd-El-Khalick and Lederman 2000; Rudge et al 2014;Fouad et al 2015) about students' views on NOS have adopted both written questionnaires/follow-up interviews with students and classroom-based observations. That was the case, for instance, in Abd-El-Khalick and Lederman's (2000) study of the influences of HOS courses on college students' and pre-service science teachers' conceptions of NOS, in which Ban open-ended questionnaire in conjunction with follow-up, semi-structured interviews was used to assess participants' conceptions of NOS^ Lederman 2000, p. 1069), also involving the analysis of course syllabi and observations of lessons.…”

Section: Methodsmentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: BIn which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?^Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

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Section: Methodsmentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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“…Desses 45 artigos selecionados, constatamos que apenas 6 trabalhos faziam uso de imagens para subsidiar as discussões relacionadas à natureza da ciência ou a conceitos científicos em sala de aula, sendo eles os artigos de Rinaldi e Guerra (2011), Moraes e Guerra (2013), Kendig (2013), Fiúza e Guerra (2014), Rudge, Cassidy, Fulford e Howe (2014) e Silva e Moraes (2015).…”

Section: Figura 3 Categorias Da Revisão De Literaturaunclassified

“…Além disso, foi possível identificar que os trabalhos analisados procuravam também: a) comparar as imagens presentes em textos originais com as imagens criadas pelos alunos e as imagens obtidas através de microscópio, com o objetivo de "direcionar os alunos à observação, técnica-chave de investigação utilizada na aquisição e geração de conhecimento pelos primeiros naturalistas" (Kendig, 2013(Kendig, , p. 1941; b) apropriar-se das imagens de dois pintores ingleses e de dois franceses, cuja história estivesse ligada ao desenvolvimento científico ou tecnológico do Rio de Janeiro no século XIX (Figura 4) com a finalidade de suscitar discussões relacionadas as "controvérsias históri cas sobre a relação homem versus natureza do século XIX" (Fiúza & Guerra, 2014, p. 132); c) apresentar imagens de regiões próximas a Manchester em períodos de tempos diferentes (1730, 1860 e 1954) para problematizar a discussão sobre a mudança de cor da Bistonbetularia 6 verificada em alguns lugares da Grã-Bretanha e da Europa continental por volta de 1850 (Rudge, Cassidy, Fulford, & Howe, 2014); d) analisar a imagem dos quadros Nascer do Sol e Tarde de Domingo na Ilha de Grande Jatte (Figura 5) para "promover um debate entre os alunos acerca do conceito de contínuo e de descontínuo destacando a inter-relação entre o contexto artístico e o contexto científico" (Silva & Moraes, 2015, p. 390). Podemos perceber que as imagens utilizadas nas estratégias promoveram a contextualização da história da ciência, ressaltando questões acerca da natureza do conhecimento científico mediante as implicações entre ciência, tecnologia e sociedade, o papel da experimentação e das controvérsias, assim como permitiram abordar conteúdos científicos de modo diferenciado.…”

Section: Figura 3 Categorias Da Revisão De Literaturaunclassified

As Imagens Científicas como Estratégia para a Integração da História da Ciência no Ensino de Ciências

Callegario

Junior

Luna

et al. 2017

RBPEC

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O presente trabalho aborda uma revisão de literatura realizada em periódicos brasileiros e internacionais compreendendo o período de 2010 a 2015. O objetivo desta pesquisa bibliográfica foi identificar se as imagens científicas têm sido utilizadas em propostas que integram a história da ciência ao ensino de ciências. Os 45 artigos selecionados foram analisados segundo a Análise Textual Discursiva (ATD), sendo os dados empíricos dessas pesquisas provenientes de vários instrumentos tais como questionários ou perguntas anexadas a materiais como textos, entrevistas, gravações e/ ou notas de aulas, desenhos, entre outros. Nossa análise apresenta informações gerais sobre as estratégias didáticas utilizadas, com ênfase nos trabalhos que abordavam o uso de imagens e que correspondem a uma proposta de ampliação das estratégias didáticas descritas por McComas (2013). As pesquisas que descreveram a utilização das imagens científicas na sala de aula se mostraram eficientes para a contextualização da histórica da ciência; discussão da tríade ciência, tecnologia e sociedade e suas relações; do papel da experimentação e; das controvérsias científicas. Igualmente, os artigos que retratam o uso das imagens científicas no ensino fornecem subsídios metodológicos ao professor para abordar conteúdos científicos de modo diferenciado. Porém, para sua melhor efetivação no contexto escolar é necessário contornar alguns obstáculos, tais como a dificuldade dos alunos em interpretar imagens.Palavras-chave: leitura de imagem; revisão de literatura; história da ciência; ensino de ciências. This paper presents a literature review carried out in Brazilian and international journals published from 2010 to 2015. The objective of this bibliographic research was to identify if scientific images have been used in proposals that integrate the history of science in science teaching. Altogether 45 papers were selected and analyzed according to the Discursive Textual Analysis. Their empirical data came from various instruments such questionnaires or questions attached to materials such as texts, interviews, recordings

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“…There is a growing body of empirical support for the use of history of science in both instructional strategies and curricular materials (Rudge and Howe 2009;Rudge et al 2014;Solomon et al 1992). Clough (2011) states that the use of HOS can help students understand science content and NOS aspects.…”

Section: Introductionmentioning

confidence: 99%

The Portrayal of Industrial Melanism in American College General Biology Textbooks

Fulford

Rudge

2016

Sci & Educ

Self Cite

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The phenomenon of industrial melanism (IM) became widely acknowledged as a well-documented example of natural selection largely as a result of H.B.D. Kettlewell's pioneering research on the subject in the early 1950s. It was quickly picked up by American biology textbooks starting in the early 1960s and became ubiquitous throughout the 1970s, 1980s and 1990s. While recent research on the phenomenon broadly supports Kettlewell's explanation of IM in the peppered moth, which in turn has strengthened this example of natural selection, textbook IM entries have actually declined in recent years in favor of other examples. In a previous paper, we drew attention to the pivotal role visual aspects played in the introduction of IM into (and its subsequent removal from) textbook accounts. The present article continues this investigation by analyzing textual passages on industrial melanism within a stratified random sample of textbooks from the 1960s to the 2000s. The fact that this example of natural selection was included by multiple publishers independently, in a short period of time, makes it uniquely qualified for a textbook study of this kind. The purpose of the present project was to determine whether these textbooks contain what has come to be known as the standard peppered moth story. Three complete series were also inspected for change across time. Our analysis focused on (1) the amount of text devoted to industrial melanism;(2) what specific science content elements were present; and (3) what, if any, nature of science (NOS) aspects were included. The study documents an increase in the amount of text devoted to industrial melanism over the decades. In spite of this increase, only modest changes in science content and NOS aspects were found.

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Changes Observed in Views of Nature of Science During a Historically Based Unit

Cited by 54 publications

References 38 publications

Different People in Different Places

Different People in Different Places

As Imagens Científicas como Estratégia para a Integração da História da Ciência no Ensino de Ciências

The Portrayal of Industrial Melanism in American College General Biology Textbooks

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