Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries

Maurines, Laurence; Beaufils, Daniel

doi:10.1007/s11191-012-9495-z

Cited by 16 publications

(11 citation statements)

References 16 publications

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“…There was also a pronounced purpose to mangle existing frameworks, positions, and perspectives into one framework in an attempt to dismiss the NOS war and make use of what was at hand (see Articles I-III). This is not to say that this is the only example, as mixed frameworks have also been presented in, for example, Maurines and Beaufils (2013) and Tala and Vesterinen (2015).…”

Section: The Empirical Methodological and Theoretical Contribution mentioning

confidence: 75%

“…Two examples are Maurines and Beaufils (2013) and Tala and Vesterinen (2015). In Maurines and Beaufils (2013), a framework was used that mixed NOS tenets with FRA dimensions.…”

mentioning

confidence: 99%

“…Two examples are Maurines and Beaufils (2013) and Tala and Vesterinen (2015). In Maurines and Beaufils (2013), a framework was used that mixed NOS tenets with FRA dimensions. Tala and Vesterinen (2015), on the other hand, discuss different approaches as similar no matter if they stem from tenets or family resemblance.…”

mentioning

confidence: 99%

“…Tala and Vesterinen (2015), on the other hand, discuss different approaches as similar no matter if they stem from tenets or family resemblance. However, both the above studies proposed that the use of any framework should be contextualized through either an individual historical context (Maurines & Beaufils, 2013) or the context of contemporary scientists (Tala & Vesterienen, 2015). A suggestion for a mixed approach is put forward in a position paper by Kampourakis (2016a; see also Kampourakis, 2016b), who urges that the research community should move on from the debate and focus its efforts on school science practice instead.…”

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confidence: 99%

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Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching

Leden¹

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Section: The Empirical Methodological and Theoretical Contribution mentioning

confidence: 75%

“…Two examples are Maurines and Beaufils (2013) and Tala and Vesterinen (2015). In Maurines and Beaufils (2013), a framework was used that mixed NOS tenets with FRA dimensions.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching

Leden¹

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“…Isso, pois o ensino investigativo se concentra "[...] tanto no aprendizado dos conceitos, termos e noções científicas quanto no aprendizado de ações, atitudes e valores próprios da cultura científica" (10, p.13) e ao fazer o debate histórico juntamente com os experimentos, há a revelação de como a ciência acontece, é criada, construída e funciona. (50,(81)(82)(83)(84)(85)(86) Salientamos que a atividade histórico-investigativa não prepara os alunos para manipular materiais automaticamente em busca de um resultado numérico, como normalmente ocorre em aulas de laboratório tradicionais. Na abordagem HI é esperado que os estudantes se envolvam em uma investigação através da participação ativa.…”

Section: Abordagem Histórico-investigativaunclassified

O uso de abordagens histórica-investigativa na reelaboração de roteiros da Experimentoteca do CDCC-USP

Batista¹,

Silva²

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BATISTA, R.F.M. The use of historical-investigative approach in redesigning guides of the Experimentoteca of CDCC-USP. 2018. 234 p. Tese (Doutorado em Ciências) -Instituto de Física de São Carlos, Universidade de São Paulo, São Carlos, 2018.This thesis discusses the potentials, limitations, and challenges involved in the implementation of historical-investigative approach (HI) in physics classes. We understand as a historical-investigative approach, the use of investigative activities based on the history and philosophy of science, centered on the students and guided by the teacher. The main goals of the approach are to create teaching and learning situations that allow reflection on scientific and meta-scientific contents, to foster the learning of scientific concepts and the argumentation in class. The HI approach was used to create new guides for experimental kits on heat, optics, and mechanics of Experimetoteca of the Center for Scientific and Cultural Dissemination of University of São Paulo (CDCC-USP -located in the city of São Carlos).The new scripts were developed in partnership with public school teachers who are users of the Experimentoteca. The research methodology used was Design-Based Research (DBR) to integrate research with the development of educational interventions in learning environments. As framework for the analysis of the results, we adopted the Didactic Rhombus, proposed by Méheut and Psillos activities, which considers the epistemic and pedagogical dimensions of school knowledge. We also analyzed the Epistemic Practices, proposed by Silva and by Araújo, that occur along the edges of the Didactic Rhombus.

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Social and Rational: The Presentation of Nature of Science and the Uptake of Change in Evolution Textbooks

2015

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The nature of science (NOS) as described by education scholars is a critical component of scientific literacy and includes both rational and social aspects taught best in an explicit and reflective manner. NOS is frequently tied to a critical contextual empiricism (CCE) framework for knowledge production. Central to CCE is that objectivity is attained only with an integration of the rational and social within a diverse community of scholars that is open to criticism. The field of sexual selection theory is ripe with opportunities to present NOS in an explicit and reflective context that promotes the understanding of knowledge production as simultaneously social and rational. We examined the presentation of sexual selection theory in college evolutionary biology textbooks to evaluate the extent to which textbooks demonstrate uptake of change in the field and use socially driven critique to present science as both social and rational. All of the textbooks incorporated new research in the field and some provided context about how and why the field has changed but not to the degree warranted by the rich literature available. We provide recommendations for the integration of NOS and social embeddedness of science, and posit that a portrayal of science as both social and rational has the potential to promote more inclusive science teaching and a more accurate representation of science.

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Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries

Cited by 16 publications

References 16 publications

Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching

Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching

O uso de abordagens histórica-investigativa na reelaboração de roteiros da Experimentoteca do CDCC-USP

Social and Rational: The Presentation of Nature of Science and the Uptake of Change in Evolution Textbooks

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