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Ana Paula Bispo da Silva Marise Basso Amaral Ana Haddad Baptista Marta Ferreira Abdala Mendes Andre Ferrer Pinto Martins Osvaldo Frota Pessoa Junior Andre Koch Torres de Assis Paulo Alves Porto Breno Arsioli Moura Paulo José Carvalho da Silva Cesar Valmor Machado Lopes Plínio Zornoff Táboas Cibelle Celestino Silva Renato Rodrigues Kinouchi Cristina Leite Ricardo Coelho David Rudge Roberto de Andrade Martins Denise S. Vilela Sonia Maria Dion Don Metz Stephen Klassen Elio Carlos Ricardo Thaís Cyrino de Mello Forato José Antonio Chamizo Ubiratan d’Ambrosio Juliana Mesquita Hidalgo Ferreira Lilian Al‐Chueyr P. Martins Waldmir Nascimento de Araujo Neto William McComas Cibelle Celestino Silva (Instituto de Física da USP de São Carlos, USP) Maria Elice Brzezinski Prestes (Instituto de Biociências, USP) &
Presentation 1 In Latin America, there are conferences that bring together researchers in history, philosophy and sociology of natural sciences. There are also conferences for science educators. Several of these conferences have specific sections devoted to relations between both areas, but these isolated sections are not sufficient to represent a growing community dedicated specifically to the overlaps between history, philosophy and sociology of science and science teaching. In order to discuss this theme and to present the results of recent studies, about 200 researchers ‐ professors and graduate students ‐ met in Maresias, SP in 16‐21 August 2010 at the 8th International Conference on the History of Science in Science Education (8th ICHSST) and the 1st Latin American Conference of the International group of History, Philosophy and Science Teaching (1st IHPST ‐ LA ). The 8th ICHSST continued a series of meetings started in Germany, bringing together twenty two invited lectures in this edition. For the first time the event was held off the Europe‐North America axis with the theme "Learning science and about science through history". The 1st IHPST ‐ LA meeting aimed to bring together researchers in history and philosophy of science and science educators in Latin America, in order to stengthen the field in the continent. The IHPST group, created by Michael Matthews in 1989, has promoted biennial international meetings that had great importance in the development of the application of history and philosophy of science in education, also leading to the creation of the journal Science & Education, which is considered the most important publication in the area worldwide. The realization of the Latin‐american conference allowed researchers and students from Brazil and other countries in the region not only to attend to the works of well‐known European and American researchers, as well to present their research and exchange experiences, which certainly stimulated the development of this area of study in Latin America. During this second conference about 184 papers were presented, with large numbers of Brazilian researchers, but also significant participation of other countries such as Argentina, Mexico, Colombia, Chile, Portugal, Spain, United States, Canada, Australia, Germany, Sweden and Turkey. The main difficulties identified in the use of history and philosophy of science in education are the lack of preparation of teachers, the lack of suitable teaching material (with an adequate historical approach, but not too detailed for classroom use), the conflict between the messages brought by the history and philosophy of science and the previous ideas of teachers and students about the nature of science, the lack of time to address the history and philosophy of science in traditional teaching and the institutional barriers. It was also discussed the importance of avoiding baseless and untested allegations on the use of history and philosophy of science in education, such as stating that this approach "develops the creativity" of students. It is important to have a clear vision of what you can get and on how to evaluate the actual results. A frequent topic during the conference was the existence of inadequate views about scientists and the nature of science among students, teachers and in 1 Translated by Marcelo Viktor Gilge.
Page 1 and 2: Aprendendo ciência e sobre sua nat
Page 3 and 4: SUMÁRIO I. EPISÓDIOS HISTÓRICOS
Page 5 and 6: Estudo de cosmologia moderna no ens
Page 7: no estudo desses episódios - por e
Page 11 and 12: David Rudge Roberto de Andrade Mar
Page 13 and 14: el estudio de esos episodios - por
Page 15: I. EPISÓDIOS HISTÓRICOS
Page 18 and 19: 18 Descartes and Newton. Some disci
Page 20 and 21: 20 empirical findings at odds with
Page 22 and 23: 22 of the century were excellent sc
Page 24 and 25: 24 The latter include partial law-l
Page 26 and 27: 26 commendable theory-parts realist
Page 28 and 29: 28 LYONS, Timothy D. “Scientific
Page 30 and 31: 30 Na física escolar, as contribui
Page 32 and 33: 32 XXXi, p. 77 de 1891 - que enfati
Page 34 and 35: 34 Uma abordagem contextual da ciê
Page 36 and 37: 36 A visão ondulatória da luz pro
Page 38 and 39: 38 apresenta-se em termos de equil
Page 40 and 41: 40 proposto por Huygens, conforme e
Page 42 and 43: 42 em: . Acesso em: 26 de março de
Page 44 and 45: 44 MIDGLEY AND THE PERIODIC TABLE:
Page 46 and 47: 46 de pesquisas envolvendo novos an
Page 48 and 49: 48 problemas causados pelo envenena
Page 50 and 51: 50 SbCl 5 3 CCl 4 + 2 SbF 3 3 CCl 2
Page 52 and 53: 52 uma determinada área da ciênci
Page 54 and 55: 54 HÖTTECKE, Dietmar; SILVA, Cibel
Page 56 and 57: 56 concept. We show the conflicting
Page 58 and 59:
58 Fig. 2. Explicação do torque s
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60 ou de afastá-lo do fio, tenta f
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62 O ímã cilíndrico NS flutua ve
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64 leitores modernos, esta força
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66 6. AMPÈRE CONTRA FARADAY Ampèr
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68 9. CONCLUSÃO Ampère foi o prim
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70 HÖTTECKE, Dietmar & Silva, Cibe
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72 1. INTRODUCCIÓN En las primeras
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74 el natural corolario darwiniano
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76 4. APRENDIENDO DE LA HISTORIA DE
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78 La investigación de los princip
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80 LEDERMAN, Norm G. Nature of scie
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83 ARRHENIUS AND ARMSTRONG: HOW ACT
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85 2. HENRY ARMSTRONG Arstrog’s u
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87 in water, therefore, is a proof
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89 When Arrhenius left Sweden for G
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91 ionic hydration. No theoretical
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93 The likig of Arrheius’ ad Arst
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BROCK, William. Introduction to H.E
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98 chemical content of the lectures
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100 Tentamos selecionar alguns dos
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102 Fig.1: Teste com vapor de cera.
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104 substância é ou não água -
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106 observou que a limalha se enfer
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108 mais ser vista. Mergulhou entã
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110 da atmosfera, e removendo o gá
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112 discussão de tópicos que são
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114
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116 complex concept of inertia, and
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118 5. GASSENDI AND THE TENDENCY OF
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120 Rynasiewicz, 1995). Neto’s ac
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122 publication of the Principia (N
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124 11. EVIDENCE FOR NEWTON’S FIR
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126 choice between several other po
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128 MARTINS, Roberto de Andrade. Na
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130 the topic soon after the photon
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132 It was not until 1905 that Eins
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134 (a) underdetermination of scien
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136 Table 2: Percentage of Lab Inst
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138 Criterion 4: Millikan’s presu
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140 Iowa University, 2007, . Massac
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142 August 2010. EINSTEIN, Albert.
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145 UM DIÁLOGO ENTRE A SOCIOLOGIA
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autônoma em relação às interfer
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149 em 1974, é apresentar os princ
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151 justificadamente verdadeira, pa
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153 que estipulam estágios em uma
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155 Na escola, quando os estudantes
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TACON, Ana Claudia & VILELA, Denise
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159 CRÍTICA À TENTATIVA DE DEFINI
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161 à física, dos modelos e, em s
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163 física. Por exemplo, em meados
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165 etc. Em suma, ser computável
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167 probabilidade de que um número
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169 Além das questão de resoluç
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171 ANÁLISE DE UM TÍPICO ARGUMENT
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173 (Pessoa, 2010b). 1 Um exemplo b
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175 processo de amplificação. Uma
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177 descoerêcia, toraria iviável
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179 instantaneamente a outra partí
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181 Einstein, Podolsky & Rosen (193
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EINSTEIN, Albert; PODOLSKY, Boris;
Page 185 and 186:
185 VIESES COGNITIVOS E SUAS CONSEQ
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187 cognitivos, podem funcionar em
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“egudo os defesores da teoria da
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191 que requerem prova por contradi
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193 REFERÊNCIAS BIBLIOGRÁFICAS BR
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WITTGENSTEIN, Ludwig. Investigaçõ
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197 O DEBATE REALISMO/ANTIRREALISMO
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199 realismo/antirrealismo em situa
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201 conceitos, questões histórica
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203 inserção em sala de aula prec
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205 esse resultado como justificati
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207 na relação matéria-espaço e
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MATTHEWS, Michael R. Science Teachi
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III. NATUREZA DA CIÊNCIA
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214 como cultura ampla e como cultu
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216 está presente nos artigos feit
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218 Já a tedêcia costrutivista se
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220 (2002), acreditamos que é impo
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222 EL-HANI, Charbel N.; MORTIMER,
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224
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226 historically led naturalists to
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228 These considerations led Lederm
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230 4.2 Pragmatic concerns Others h
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232 aloe could reveal aythig aout h
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234 DEBOER, George. A history of id
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236 research focused on the student
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238 exclusivamente quantitativos e
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240 esse questionário também por
Page 242 and 243:
242 Tabela 1. Tempos de resposta pa
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244 Tabela 2. Componentes de NdC qu
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246 Tabela 5. Dimensões e categori
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248 Tabela 7. Ranking médio das re
Page 250 and 251:
250 CHEN, Sufen. Development of an
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252 1. INTRODUÇÃO Este trabalho d
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254 em questão. E, praticamente de
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256 tendo em vista os problemas ini
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258 Resposta: [...]. A teoria não
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260 Resposta: Jean Buridan era cont
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262 desses conteúdos pôde-se nota
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264
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266 intention is to provide opportu
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268 modificar uma imagem segregada
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270 elas serão testadas pelo profe
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272 ocorre a discussão entre aluno
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274 comunidade científica, passam
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276 METZ, Don; KLASSEN, Stephen; MC
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278 1. INTRODUCCIÓN El presente tr
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280 Tabla. 1. Diseños de las inves
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282 Tabla 2. Principales investigac
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284 dilemas. Los dilemas, a diferen
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286 Tabla 5. Distribución de dilem
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288 4.2 El contenido de las concepc
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290 cuando se traslada el contexto
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292 Dilema 8-La imagen que se prese
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294 HOFER, Bárbara; PINTRICH, Paul
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296
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298 scientific or non-scientific do
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300 2. METODOLOGÍA Y PARTICIPANTES
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302 categorías a los mismos segmen
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304 Aspectos procedimentales Proced
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306 cietífico coo ua iage estereot
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308 LIU, Shiang-Yao; LEDE‘MAN, No
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310 calidad para todos y todas, es
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312 Cuadro 1. Tópicos que se deber
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314 3.2 NOS y epistemología: Una i
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316 4. INFERENCIAS FINALES Podemos
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318
Page 320 and 321:
320 the 125 articles initially sele
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322 regiões do país e do exterior
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324 Pegamos os 58 trabalhos que res
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326 Tabela 5. Relação entre os tr
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328 FORATO, Thaís Cyrino de Mello.
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330 outubro, 2004, Jaboticatubas. S
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333 STUDENTS’ BELIEFS ABOUT THE D
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335 What exactly do we mean b
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337 Fig. 1: Dimensions of methodolo
Page 339 and 340:
339 by applying TWOS. Here, science
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341 Fig. 3: Source-target model of
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343 To ensure a better understandin
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345 Table 1: Inventory of metaphori
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347 The trustworthiness of TWOS dat
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349 express their elief i a fiite,
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351 ideas on what and why something
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353 in order to …’: E7E6W: Chan
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355 Table 4: “eve ideal types of
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357 past science and are shaped by
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HODSON, D. Teaching and Learning ab
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ROKEACH, M. Beliefs, attitudes, and
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363 HISTORIA Y ACTIVIDAD EXPERIMENT
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365 Ciencias requiere del desarroll
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367 Una consideración especial mer
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369 3.2.1 Validación experimental
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371 una imagen más adecuada de la
Page 373 and 374:
373 3.3.2 Una observación de contr
Page 375 and 376:
375 REFERENCIAS BIBLIOGRÁFICAS AD
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377 DIVULGAÇÃO DO EPISÓDIO DA EX
Page 379 and 380:
379 utilização de episódios hist
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deveriam ler o texto do estudo de c
Page 383 and 384:
383 Os outros alunos não conseguir
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385 conseguiram perceber que a tecn
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adoção do pêndulo de segundos co
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389 STORY INTERRUPTED: USING HISTOR
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391 reappraisal’ (p. of the role
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393 I have chosen my example to con
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395 and students are surprised to f
Page 397 and 398:
397 SHADOWS OF LIGHT AND HISTORY IN
Page 399 and 400:
399 Many exercises in critical expl
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401 response to a candle she lit. I
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403 discovery! That they took oersh
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405 I the ureserved uestioig that t
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407 In this exercise, two highly ed
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teachers. New Educator 5 (3): 205-2
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411 ESTUDO DE COSMOLOGIA MODERNA NO
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413 introduzida, mas genérica ela
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415 na cosmologia aristotélica, ma
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417 Um ponto enfatizado nesse momen
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419 novo olhar de Harriot para a Lu
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421 possibilitou a emergência de u
Page 423 and 424:
423 REFERÊNCIAS BIBLIOGRÁFICAS BR
Page 425 and 426:
425 UMA PROPOSTA DE CLASSIFICAÇÃO
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427 superior, ao invés de ser um o
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429 Tabela 1. Razões descritas em
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431 como um princípio científico.
Page 433 and 434:
433 Tabela 2. Uma proposta de class
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435 Tabela 3. Os sete estudos de ca
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437 Fingon (2009) discutem uma vers
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439 reencenando os caminhos de Gali
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441 história da ciência. Este asp
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443 humanizar a ciência, revelando
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HEERING, Peter. Getting shocks: Tea
Page 447 and 448:
447 SERAFINI, A. The epic history o
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V. MATERIAIS INSTRUCIONAIS
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452 convierte en un problema didác
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454 a) ¿El profesorado y los libro
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456 b) ¿El profesorado y los libro
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458 Tabla 2. Comparación del porce
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460 FURIÓ, Carles. Tendencias actu
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462 AN ANALYSIS OF THE HISTORICAL C
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464 passaram a ficar disponíveis p
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466 1.5. Experimentos históricos f
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468 3.7 DESENVOLVIMENTO DA CIÊNCIA
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470 Tabela 4. Análise do contexto
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472 individual, já que Mendel real
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474 Tabela 10. Nota geral de cada o
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476 MEETING ON CRITICAL ANALYSIS OF
Page 478 and 479:
478 Abstract: This paper presents t
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480 agente principal do conheciment
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482 A utilização da linguagem e r
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484 cultural que certamente influen
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486
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488 samples, (8) Analogies and (9)
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490 Quadro 1. Obras analisadas dura
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492 (b) Raios atômicos, Brown (199
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494 (a) (b) Fig. 8. Exeplos para a
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496 A combinação das análises ic
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498 distribuição das ilustraçõe
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500 Distribuição (%) 10 8 6 4 2 0
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502 de primeiro ano em um curso de
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504 ingressantes nos cursos superio
Page 506 and 507:
506 Apesar da reaproximação dos a
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508 atuação didática? Qual a abo
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510 PAULING, L. Química geral. 2a.
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513 HISTORIA DE LA CIENCIA EN LA FO
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515 determinados conceptos; qué le
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517 Ciencia y Formación Docente qu
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519 Tabla 2. Descripción de las ac
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521 principal énfasis cómo los co
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523 con otras áreas del conocimien
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WANG, H. & MARSH, D. “ciece Istru
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527 HACIA UNA RECONSTRUCCIÓN DEL C
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529 La educación química normal e
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531 teórico (riguroso y sistemáti
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533 ciencias a otras, como las cien
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535 una enseñanza basada en la inv
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537 ANÁLISE DE PRÁTICAS PEDAGÓGI
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539 perto do universo cognitivo nã
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541 Foram debatidos ainda, temas re
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543 Sobre a utilização da Histór
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545 Quadro 3. Síntese do planejame
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547 A análise do questionário VOS
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BARDIN, Laurence. Análise de Conte
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551 DE LA FILOSOFÍA DE LA CIENCIA
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553 consideramos que asignaturas co
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555 Al estructurar de esta manera e
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557 (4) ¿Por qué es necesaria la
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559 cabe señalar cierta tendencia
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561
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