The use of history of science on physics teaching as a social representation from pre-service teachers

Abstract

In this work we used the Social Representation theory and one of its methods for investigating social representations of a group of undergrad physics students (N = 77), taking teaching credential, regarding the usage of History of Science as teaching strategy. Our empirical data showed a social representation with a nucleus consisting of elements from History of Science more as a contextualization tool and pragmatics science products than as a human process. The lack of a representation of science as process point out the need of rethinking the undergrad curriculum in order to expand students views on the nature of science.

Between Social and Semantic Networks: A Case Study on Classroom Complexity

“…Those shared meanings help to build a consensual universe in classrooms. In this case, while one way of using networks is to analyze individuals' cognitive structures [16], another focal point can be to understand what are the shared meanings circulating in the group [17]. In a second sense, networks can be used in a socio-representational perspective for exploring the domain of thought in the consensual universe.…”