Literaturnachweis - Detailanzeige
Autor/inn/en | Guerra, Andreia; Braga, Marco; Reis, Jose Claudio |
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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 |
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 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 |