The role of cultural identity as a learning factor in physics: a discussion through the role of science in Brazil

Gurgel, Ivã; Pietrocola, Maurício; Watanabe, Graciella

doi:10.1007/s11422-014-9580-5

Cited by 13 publications

(19 citation statements)

References 8 publications

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“…Hence, different authors (Hodson 1999;Krugly-Smolska 2013;Allchin 2014;Gurgel et al 2014;Sarukkai 2014), informed by contemporary research from the fields of HOS and Postcolonial and Decolonial Studies of Science (Roberts 2009;Elshakry 2010;Fan 2012), defend the potential of HPS to foster a more historically and culturally accurate view of who scientists are and where scientific knowledge has come from. Besides promoting conceptual change and learning about NOS, and motivating students, HPS presents the possibility of challenging hundreds of years of preconceptions and biased views about scientific communities, essentially by showing that different types of cultures, people and societies (and also gender, race, ethnicity) are (and have been) connected with scientific work.…”

Section: Why and Which Hps In Science Education?mentioning

confidence: 99%

“…The questionnaire used in the survey was an adapted version of one developed by Gurgel et al (2014) East Asian = 3 White African = 1 Chinese = 1 Other = 2 a Ability groups (sets 1, 2 and 3-from high to low abilities) are classrooms where students with similar abilities (assessed by their schools) are placed together, in opposition to mixed groups, where students with different abilities are placed together (Gurgel et al 2014, p. 369) Considering that their original questionnaire was intended to also investigate students' views on Brazilian participation in science, some changes were made in order to adapt it to a non-country-specific inquiry, especially in relation to questions (b) and (d) displayed above. Additional questions were also included, as further discussed below, to get a deeper understanding of their knowledge about these scientists and countries.…”

Section: Data Collectionmentioning

confidence: 99%

“…Since there was no information in the article (Gurgel et al 2014) about the process of testing and validating their original questionnaire, and due to the modifications introduced by this investigation to it, different rounds of pilot studies of the adapted questionnaire were carried out. The first was done by giving this questionnaire to two senior researchers in science education, who were also aware of the rationale behind this investigation, in order to check for any inconsistencies both in the content of the questions and in the phrasing used.…”

Section: Data Collectionmentioning

confidence: 99%

“…Thus, by asking about different countries/civilisations' contributions to science, the goal was to investigate if and how these students think of science as a contextualised historical activity. Furthermore, as argued by Gurgel et al (2014), this type of question can help to evaluate students' ideas about the contexts (countries/civilisations) where science can develop, including different social aspects and policies adopted.…”

Section: Data Collectionmentioning

confidence: 99%

“…The traditional image of Albert Einstein and his association with the E = m c 2 equation is an example of the power that mass media has in circulating names and images of scientists in a decontextualised way (Gurgel et al 2014). This situation can help explain why Einstein (and also Stephen Hawking) was cited by the majority of students at both schools (64 and 60% overall at schools A and B, respectively), similar to results obtained by Gurgel et al (2014), even though his theories (and Hawking's) are not discussed in secondary school science in England.…”

Section: Knowing Scientists Versus Knowing About Scientistsmentioning

confidence: 99%

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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: Why and Which Hps In Science Education?mentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Knowing Scientists Versus Knowing About Scientistsmentioning

confidence: 99%

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Different People in Different Places

Gandolfi

2018

Sci & Educ

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“It's a lot of people in different places working on many ideas”: Possibilities from global history of science to Learning about nature of science

Gandolfi

2020

J Res Sci Teach

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This article describes a teaching experience at an year 8 classroom (students aged 12–13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations and collaborations. Teaching and learning plans (TLPs) informed by this historical framework were developed by the researcher and one science teacher to integrate NOS teaching into fours topics from the national science curriculum in England (Medicines, Magnetism, Evolution, and Earth's resources). These TLPs were taught by the participant teacher to his year 8 classroom (26 boys and girls of mixed‐abilities) throughout one school year, and the researcher investigated the impact of the global HOS framework on widening students' views about NOS. Data were collated with the help of students' NOS diaries, group mind maps, classroom observations, and an open‐ended NOS questionnaire applied at the start and end of the school year, complemented by participant students' grades in their end‐of‐year exam. Main findings point to the widening of participant students' views about NOS and, more specifically, about underexplored relevant social‐institutional aspects of scientific development, such as diversity and intercultural collaborations and exchanges, exploitation of natural resources, financial, ethical, and political aspects around scientific work. Students were also generally successful in re‐applying NOS ideas explored in one TLP to other TLPs and scientific contexts, hinting to the importance of employing overarching narratives (such those promoted by Global HOS), linking different scientific development, when planning the integration of NOS into the school science. Results also show that NOS was integrated into content teaching without negative effects in students' exam grades.

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