Challenging the "Science from Nowhere" Perspective in the Classroom: Action Research about a Historical Case of Brazilian Science

Autor/inn/en	Cardinot, Douglas; Moura, Cristiano; Guerra, Andreia
Titel	Challenging the "Science from Nowhere" Perspective in the Classroom: Action Research about a Historical Case of Brazilian Science
Quelle	In: Science & Education, 32 (2023) 2, S.327-359 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cardinot, Douglas) ORCID (Moura, Cristiano) ORCID (Guerra, Andreia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-021-00311-1
Schlagwörter	Action Research; High School Students; Science Instruction; Case Studies; Foreign Countries; History; Cultural Context; Classroom Communication; Scientific Research; Disproportionate Representation; Teaching Methods; Brazil + Suchen Sie Ihr Suchwort? Projektforschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Ausland; Geschichte; Geschichtsdarstellung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Brasilien
Abstract	Studies in the field of science education have discussed using historical approaches. Although previous studies have shown the potential advantages to addressing national sciences in the classroom in countries underrepresented in the history of science, there are still few initiatives in this direction. Thus, this paper aims to explore a historical case study related to teaching Brazilian national science in a high school classroom to contribute to this line of research and evaluate how classroom dialogue and production relate to specific aspects of the historical case. The present study uses an adapted action research methodology with historical research conducted in an integrated manner with the case study in the classroom. The results showed that this adapted methodology could relate content to students' contexts by leading them to engage and identify with the historical case and the activity itself. Critical comments on this methodology are also presented. Using Brazilian science as the historical case study revealed some themes partially related to the Brazilian context. However, science content was more relevant to the students' context. Finally, some directions for future research are proposed, both for studies using the methodology presented and research on using the history of national sciences in countries underrepresented in the hegemonic history of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01