Challenging the “Science from nowhere” perspective in the classroom

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2022-01-18 DOI:10.1007/s11191-021-00311-1

Douglas Cardinot, Cristiano Moura, Andreia Guerra

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引用次数: 2

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.

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在课堂上挑战“凭空而来的科学”的观点

摘要科学教育领域的研究已经用历史的方法进行了讨论。虽然以前的研究表明，在科学史上代表性不足的国家，在课堂上讨论国家科学具有潜在的优势，但在这个方向上仍然很少有倡议。因此，本文旨在探索与在高中课堂上教授巴西国家科学相关的历史案例研究，以促进这一研究路线，并评估课堂对话和生产如何与历史案例的特定方面相关。本研究采用一种适应性的行动研究方法，将历史研究与课堂案例研究相结合。结果表明，这种调整后的方法可以通过引导学生参与和认同历史案例和活动本身，将内容与学生的背景联系起来。对这种方法也提出了批评意见。使用巴西科学作为历史案例研究揭示了一些与巴西背景部分相关的主题。然而，科学内容与学生的背景更相关。最后，提出了未来研究的一些方向，包括使用所提出的方法进行研究，以及在科学史霸权中代表性不足的国家中使用国家科学史的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Science & Education Social Sciences-Education

CiteScore

5.90

自引率

0.00%

发文量

1117

审稿时长

6-12 weeks

期刊介绍： Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education. Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science. The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes. The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy. Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.