Teaching Science with Context

This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches.
The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum.

Provides successful examples of uses of history, philosophy and sociology of science in science education in Ibero-America Explores teaching learning sequences using history and philosophy of science Presents examples of best practices and teaching strategies

Contenu
Introduction.- RATIONALE.- 1. Critical and Transformative Education of Teachers: A Rationale for History and Philosophy of Science in Teacher Education, Breno Arsioli Moura, and Cibelle Celestino Silva.- NATURE OF SCIENCE.- 2. Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration, Nathália Helena Azevedo, and Daniela Lopes Scarpa.- 3. Consensus and Dissent Around the Concept of Nature of Science (NOS) in the Ibero-American Community of Didactics of Science, Rafael Yecid Amador Rodríguez, and Agustín Aduriz-Bravo.- 4. Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers' Thinking, María Teresa Guerra-Ramos, and José García-Horta.- 5. Theory, Evidence and Examples about Teaching the Nature of Science and Biology using the History of Science: a Chilean Experience, Hernan Cofré Mardones, Paola Núñez, David Santibáñez, José Pavez, and Claudia Vergara.- 6. Epistemological Conceptionsof University Teachers and Students of Science, María Basilisa García, Silvia Vilanova, and Sofía Sol Martín.- 7. Is the Electron Real? Who Discovered the Expanding Universe? Debating non Consensus Topics of Nature of Science in Science Classrooms, André Noronha, Alexandre Bagdonas, and Ivan Gurgel.- 8. Undergraduate Psychology Students' Conceptions on Scientific Knowledge, and Psychology-specific Epistemological Beliefs, Zuraya Monroy-Nasr, Rigoberto León-Sánchez, Kirareset Barrera García, and Germán Alvarez-Díaz de León.- 9. The Science as Portrayed in Documents of the Biological Evolution versus Intelligent Design Debate, Sílvia Regina Groto, and André Ferrer Pinto Martins.- 10. Multiple Narratives as Cognitive and Political Bridges to Understand the Nature of Scientific Knowledge, Alcira Rivarosa, and Carola Astudillo.- HISTORY OF SCIENCE.- 11. Abraham Trembley (1710-1784) and the Creature that Defies Classification: Nature of Science and Inquiry through a Historical Narrative,Filipe Faria, Eduardo Cortez, and Maria Elice Brzezinski Prestes.- 12. Historical Reconstruction of Membrane Theoretical Models: An Educative Curriculum Material, Anna Cassia Sarmento, Cláudia Sepúlveda, and Charbel El-Hani.- 13. The History of Chemistry in Latin America , José Antonio Chamizo.- 14. Natural History, Chemistry, and Teaching in Modern Scientific Culture, Luciana Zaterka, and Ronei Clécio Mocellin.- 15. The History of Science in Teacher Training Programs: A Series of Contributions and Debates for the Teaching of Electrochemistry, Johanna Camacho González, Mercè Izquierdo, and Núria Solsona.- 16. Conceptual and Epistemological Deficiencies in Teaching the Concept of Chemical Element, Dulce María López Valentín.- 17. An Educational Blend of Pseudohistory and History of Science and its Application in the Study of the Discovery of Electromagnetism, Roberto de Andrade Martins.- 18. Isaac Newton and Hidden Forces in Universal Gravitation: Delimiting an Approach for Teacher Training, Thaís Cyrino de Mello Forato.- 19. The Enlightenment Paideia: the French Origins of Modern Science Teaching, Marco Braga, Andreia Guerra, and José Claudio Reis.- 20. Design and Implementation of a Lesson Plan for High School Students: A Case Study with Oersted's Experiment, Ana Paula Bispo da Silva, José Antonio Ferreira Pinto, and Éwerton Jéferson Barbosa Ferreira.- 21. Investigating the Didactic Use of Primary Sources on the History of Vacuum and Atmospheric Pressure, Juliana M. Hidalgo F. Drummond, Wesley Costa de Oliveira, and Deyzianne Santos Fonseca.- 22. The Status of the Lines of Force in Michael Faraday's Thought: History and Philosophy of Science in the Classroom, Sonia Maria Dion.- 23. Analysis of Pedagogical Practices carried out in Continuing Education Activities for Physics Teachers: Limits and Possibilities, Sandra Regina Teodoro Gatti, and Roberto Nardi.- PHILOSOPHY OF SCIENCE.- 24. Philosophy of Science in Science Teacher Education: Meeting some Challenges,Ana Claudia Couló.- 25. Epistemological Debate Underlying Computer Simulations used in Science Teaching: The Designers' Perspective, Maria Eugenia Seoane, Irene Arriassecq, and Ileana M. Greca.- SOCIOLOGY OF SCIENCE.- 26. The Nature of Science in Secondary School Geology: Studying Recontextualizing Processes, Ana M. Morais, Sílvia Castro, Sílvia Ferreira, and Isabel P. Neves. <p