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Pietrocola Maurício Rodrigues Ernani Bercot Filipe Schnorr Samuel 《Science & Education》2021,30(2):209-233
Science & Education - The current COVID-19 pandemic raises reflection on the new roles of science education in citizen education in a world characterized by civilization risks, derived from the... 相似文献
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Ivã Gurgel Mauricio Pietrocola Graciella Watanabe 《Cultural Studies of Science Education》2016,11(2):349-370
In recent decades, changes in society have deeply affected the internal organization and the main goals of schools. These changes are particularly important in science education because science is one of the major sources of change in peoples’ lives. This research provided the opportunity to investigate how these changes affect the way teachers develop their classroom activities. In this work, we focus on science as part of the cultural identity of a society and how this identity affects the process of teaching and learning inside the classroom. Other works have shown that certain social characteristics such as gender, race, religion, etc., can create a cultural barrier to learning science. This results in an obstacle between those particular students and the science that is taught, hindering their learning process. We first aim to present the notion of identity in education and in other related fields such as social psychology and sociology. Our main purpose is to focus on identity in a school setting and how that identity affects the relationship students have with the science content. Next, we present and analyze an intervention in the subject of Modern and Contemporary Physics composed by a sequence of activities in a private school in the region of Sao Paulo State, Brazil. This intervention serves to illustrate how scientific topics may be explored while considering aspects of cultural differences as an obstacle. The intervention was completed in two steps: first, in the classroom with a discussion concerning scientific works and nationality of scientists, with one being a Brazilian physicist; second, taking students to visit a particle collider at the University of São Paulo. One of the results of our research was realizing that students do not perceive science as something representative of the Brazilian cultural identity. At the same time, the activity gave the students the opportunity to make the connection between doing physical sciences at an international level and the national level in Brazil. The findings of this study suggest that it is possible to reshape the cultural identity of Brazilian students. 相似文献
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Thaís Cyrino de Mello Forato Roberto de Andrade Martins Maurício Pietrocola 《Science & Education》2012,21(5):657-682
This article presents the main results of a research examining the didactic transposition of history and philosophy of science
in high school level. The adaptation of history of science to this particular level, addressing some aspects of the nature
of science aiming at the students’ critical engagement, was analyzed by examining both the historiographic requirements of
history of science and the pedagogical recommendations of science teaching. The research included the elaboration of a pilot
course on the history of optics, with historical texts and educational activities, and its application in a high school. We
used three episodes of the history of optics, addressing some epistemological points, especially criticizing the naive empirical-inductive
view of science. It was possible to identify a series of obstacles in using history of science and conveying philosophical
views. Their analysis resulted in devising strategies to surmount or to circumvent them. We implemented those strategies in
the classroom and analyzed the data that was obtained. As a result, we substantiated several of our proposals and found that
some solutions require improvement. We suggest some generalizations, which can be understood as initial parameters for guiding
the use of history and philosophy of science in science teaching. We used a qualitative methodology of educational research
to plan, to collect and to analyze the data, examining the interaction between students, teacher and knowledge. 相似文献
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Olaf Uhden Ricardo Karam Maurício Pietrocola Gesche Pospiech 《Science & Education》2012,21(4):485-506
Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation
of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude
towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which
hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical
aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual
relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research,
a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable
basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It
is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We
demonstrate its applicability for analysing physical-mathematical reasoning processes with an example. 相似文献
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Due to its fundamental role for the consolidation of Maxwell’s equations, the displacement current is one of the most important topics of any introductory course on electromagnetism. Moreover, this episode is widely used by historians and philosophers of science as a case study to investigate several issues (e.g. the theory–experiment relationship). Despite the consensus among physics educators concerning the relevance of the topic, there are many possible ways to interpret and justify the need for the displacement current term. With the goal of understanding the didactical transposition of this topic more deeply, we investigate three of its domains: (1) The historical development of Maxwell’s reasoning; (2) Different approaches to justify the term insertion in physics textbooks; and (3) Four lectures devoted to introduce the topic in undergraduate level given by four different professors. By reflecting on the differences between these three domains, significant evidence for the knowledge transformation caused by the didactization of this episode is provided. The main purpose of this comparative analysis is to assist physics educators in developing an epistemological surveillance regarding the teaching and learning of the displacement current. 相似文献
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