History, Philosophy, and Science in a Social Perspective: A Pedagogical Project

Autor/inn/en	Guerra, Andreia; Braga, Marco; Reis, Jose Claudio
Titel	History, Philosophy, and Science in a Social Perspective: A Pedagogical Project
Quelle	In: Science & Education, 22 (2013) 6, S.1485-1503 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-012-9501-5
Schlagwörter	Foreign Countries; Science Instruction; Science History; Science and Society; Secondary School Science; Teaching Methods; Program Descriptions; Program Implementation; Scientific Principles; High Schools; Philosophy; Interdisciplinary Approach; Instructional Materials; Art Materials; Films; Drama; Brazil + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of science; Wissenschaftsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Philosophie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Film; Schauspiel; Brasilien
Abstract	Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical-philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical-philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical-philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10