Um Modelo de Ciências para Fundamentar a Introdução de Aspectos de Natureza da Ciência em Contextos de Ensino e para Analisar tais Contextos

Autores

DOI:

https://doi.org/10.28976/1984-2686rbpec2020u581616

Palavras-chave:

Natureza da Ciência, Ensino de Ciências, Ferramenta Teórica, Ferramenta Metodológica

Resumo

Alguns pesquisadores da área de Educação em Ciências têm destacado a importância de introduzir aspectos de Natureza da Ciência de maneira contextualizada e/ou explícita e/ou integrada, no ensino de Ciências. Diferentes abordagens alternativas, consideradas contemporâneas e amplas, apresentam o que introduzir, mas nenhuma delas caracteriza didaticamente o significado de cada um desses aspectos de Natureza da Ciência. Visando contribuir para o preenchimento dessa lacuna, adotamos como aporte teórico deste artigo uma dessas abordagens e a ampliamos. Para isto, estudamos cada uma das diferentes perspectivas disciplinares presentes em tal abordagem. Assim, caracterizamos tais perspectivas disciplinares, isto é, identificamos e detalhamos o significado dos aspectos de Natureza da Ciência relacionados a cada uma delas, bem como seus limites e alcances, e alteramos sua representação visual analógica. Como consequência, a nova versão da abordagem, além de poder ser utilizada por professores no planejamento de situações de ensino mais autênticas, também poderá ser utilizada por pesquisadores na análise de dados coletados em contextos de ensino. Ambas funções são explicadas e exemplificadas neste artigo a partir de alguns estudos que já foram ou estão sendo desenvolvidos em diferentes níveis de ensino. Discutindo ambas funções, identificamos implicações para o ensino de Ciências na Educação Básica, formação de professores e pesquisa na área.

Downloads

Não há dados estatísticos.

Referências

Abd-El-Khalick, F. (2012). Nature of Science in Science Education: Towards a coherent framework for synergistic research and development. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 1041–1060). Springer.

Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The Nature of Science and Instructional Practice: Making the unnatural natural. Science Education, 82(4), 417–436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4%3C417::AID-SCE1%3E3.0.CO;2-E

Allchin, D. (2004). Should the Sociology of Science Be Rated X? Science Education, 86(6), 934–946. https://doi.org/910.1002/sce.20026

Allchin, D. (2011). Evaluating Knowledge of the Nature of (Whole) Science. Science Education, 95(3), 518–542. https://doi.org/510.1002/sce.20432

Allchin, D. (2012a). How Can History and Philosophy of Science Contribute to Understanding the Nature of Science for Scientific Literacy?: Mapping research needs. Paper presented at the Conference on How Can the HPS Contribute to Contemporary U.S., Boston, Massachusetts.

Allchin, D. (2012b). The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education. Science & Education, 21(9), 1263–1281. https://doi.org/10.1007/s11191-011-9368-x

Allchin, D. (2013). Teaching the Nature of Science: Perspectives & Resources. SHiPS Educational Press.

Allchin, D. (2014). From Science Studies to Scientific Literacy: A view from the classroom. Science & Education, 23(9), 1911–1932. https://doi.org/10.1007/s11191-013-9672-8

Allchin, D. (2017). Beyond the Consensus View: Whole Science. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 18–26. https://doi.org/10.1080/14926156.14922016.11271921

Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary Approaches to Teaching Nature of Science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98(3), 461–486. https://doi.org/410.1002/sce.21111

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” Science versus “Being” a Scientist: Examining 10-and 11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639. https://doi.org/610.1002/sce.20399

Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring Natural and Social Scientists’ Views of Nature of Science. International Journal of Science Education, 36(8), 1286–1312. https://doi.org/1210.1080/09500693.09502013.09860496

Cakici, Y., & Bayir, E. (2012). Developing Children’s Views of the Nature of Science through Role Play. International Journal of Science Education, 34(7), 1075–1091. https://doi.org/1010.1080/09500693.09502011.09647109

Carvalho, B., & Justi, R. (2019). O Caso Histórico Marie Curie: Investigando o Potencial da História da Ciência para Favorecer Reflexões de Professores em Formação sobre Natureza da Ciência. Alexandria: Revista de Educação em Ciência e Tecnologia, 12(1), 351–373. http://dx.doi.org/310.5007/1982-5153.2019v5012n5001p5351

Cunningham, C. M., & Helms, J. V. (1998). Sociology of Science as a Means to a More Authentic, Inclusive Science Education. Journal of Research in Science Teaching, 35(5), 483–499. https://doi.org/410.1002/(SICI)1098-2736(199805)199835:199805<199483::AID-TEA199802>199803.199800.CO;199802-L

Deng, F., Chen, D. T., Tsai, C. C., & Chai, C. S. (2011). Students’ Views of the Nature of Science: A critical review of research. Science Education, 95(6), 961–999. https://doi.org/910.1002/sce.20460

Diamond Jr, A. M. (1996). The Economics of Science. Knowledge and Policy: The International Journal of Knowledge Transfer and Utilization, 9(2–3), 6–49.

Diamond Jr, A. M. (2008). Economics of Science. In S. N. Durlauf & E. Blume (Eds.), The New Palgrave Dictionary of Economics Online (pp. 1–27). Palgrave Macmillan.

Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Open University Press.

Dunbar, K. (2002). Understanding the Role of Cognition in Science: The science as category framework. In P. Carruthers, S. Stich, & M. Siegal (Eds.), The Cognitive Basis of Science (pp. 154–170). Cambridge University Press.

Dunbar, K., & Blanchette, I. (2001). The in Vivo/in Vitro Approach to Cognition: The case of analogy. Trends in Cognitive Sciences, 5(8), 334–339. https://doi.org/310.1016/S1364-6613(1000)01698-01693

El-Hani, C. N., Machado, V. (2020). COVID-19: The need of an integrated and critical view. Ethnobiology and Conservation, 9(18), 1–20. https://doi.org/10.15451/ec2020-05-9.18-1-20

Erduran, S., & Dagher, Z. R. (2014). Reconceptualising the Nature of Science for Science Education: Scientific knowledge, practices and other family categories. Springer.

Erduran, S., Dagher, Z. R., & McDonald, C. V. (2019). Contributions of the Family Resemblance Approach to Nature of Science in Science Education: A Review of Emergent Research and Development. Science & Education, 28(3–5), 311–328. https://doi.org/10.1007/s11191-019-00052-2

Erduran, S., Kaya, E. (2018). Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight Through Visual Representations. Research in Science Education, 48, 1133–1149. https://doi.org/10.1007/s11165-018-9773-0

Erduran, S., & Mugaloglu, E. (2013). Interactions of Economics of Science and Science Education: Investigating the implications for science teaching and learning. Science & Education, 22(10), 2405–2425. https://doi.org/10.1007/s11191-012-9519-8

Feist, G. J. (2012). The Psychology of Science is Off and Running but Where do We Go from Here? In R. W. Proctor, & E. J. Capaldi (Eds.), Psychology of Science: Implicit and Explicit Processes (pp. 13–39). Oxford University Press.

Feist, G. J., & Gorman, M. E. (1998). The Psychology of Science: Review and integration of a nascent discipline. Review of General Psychology, 2(1), 3–47. https://doi.org/10.1037/1089-2680.1032.1031.1033

Gentner, D. (1989). The mechanisms of analogical learning. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 199–241). Cambridge University Press.

Giere, R. N. (1992). Cognitive Models of Science. University of Minnesota Press.

Giere, R. N. (1998). Explaining Science: A cognitive approach. University of Chicago Press.

Giere, R. N. (2002). Scientific Cognition as Distributed Cognition. In P. Carruthers, S. Stich, & M. Siegal (Eds.), The Cognitive Basis of Science (pp. 285–299). Cambridge University Press.

Gilbert, J. (2004). Models and Modelling: Routes to a more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. https://doi.org/110.1007/s10763-10004-13186-10764

Gilbert, J., & Justi, R. (2016). Modelling-based Teaching in Science Education. Springer International Publishing.

Guerra-Ramos, M. T. (2012). Teachers’ ideas about the nature of science: A critical analysis of research approaches and their contribution to pedagogical practice. Science & Education, 21(5), 631–655. https://doi.org/10.1007/s11191-011-9395-7

Irzik, G. (2013). Introduction: Commercialization of academic science and a new agenda for science education. Science & Education, 22(10), 2375–2384. https://doi.org/10.1007/s11191-013-9583-8

Irzik, G., & Nola, R. (2011). A Family Resemblance Approach to the Nature of Science for Science Education. Science & Education, 20(7–8), 591–607. https://doi.org/10.1007/s11191-010-9293-4

Irzik, G., & Nola, R. (2014). New Directions for Nature of Science Research. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 999–1021). Springer.

Jiménez-Aleixandre, M. P., & Duschl, R. (2015). Epistemic Practices and Scientific Practices: Theoretical and Educational Challenges. Paper presented at the 11th Conference of the European Science Education Research Association, Helsinki, Finland.

Justi, R., Almeida, B., & Santos, M. (2019). Scientific Literacy: Going Beyond Decision-Making. Paper presented at the 13th Conference of the European Science Education Research Association, Bologna, Italy.

Justi, R., & Erduran, S. (2015). Characterizing Nature of Science: A supporting model for teachers. Paper presented at the Conference of the International History, Philosophy, and Science Teaching Group, Rio de Janeiro, Brazil.

Justi, R., & Santos, M. (2019). Students’ Functional Understanding of Nature of Science: Contributions from a Film-based Teaching Activity. Paper presented at the 92nd Annual International Conference of the National Association for Research in Science Teaching, Baltimore, USA.

Kaya, E., & Erduran, S. (2016). From FRA to RFN: How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science. Science & Education, 25(9–10), 1115–1133. https://doi.org/10.1007/s11191-016-9861-3

Kaya, E., Erduran, S., Aksoza, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21–47. https://doi.org/10.1080/09500693.09502018.01529447

Knorr-Cetina, K. (1999). Epistemic Cultures: How the sciences make knowledge. Harvard University Press.

Knuuttila, T. (2013). Science in a New Mode: Good old (theoretical) science versus brave new (commodified) knowledge production? Science & Education, 22(10), 2443–2461. https://doi.org/10.1007/s11191-012-9498-9

Laraia, R. B. (2001). Cultura: Um conceito antropológico. Jorge Zahar.

Latour, B. (1987). Science in Action. Harvard University Press.

Latour, B., & Woolgar, S. (1986). Laboratory Life: The construction of scientific facts. Princeton University Press.

Lederman, J. S., & Khishfe, R. (2002). Views of Nature of Science, Form D. Unpublished paper. Illinois Institute of Technology.

Lederman, J. S., & Ko, E. K. (2002). Views of Nature of Science, Form E. Unpublished paper. Illinois Institute of Technology.

Lederman, N. G. (2006). Syntax of Nature of Science within Inquiry and Science Instruction. In L. B. Flick & N. G. Lederman (Eds.), Scientific Inquiry and Nature of Science (pp. 301–317). Springer.

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521. https://doi.org/410.1002/tea.10034

Lima, R. R. (2017). Desenvolvimento do Conhecimento de Professores sobre Natureza da Ciência: Contribuições da história da ciência. (Dissertação de Mestrado), Universidade Federal de Minas Gerais, Belo Horizonte. https://repositorio.ufmg.br/bitstream/1843/BUOS-AWGLUA/1/dissertac_a_o___rachel_rodrigues_lima.pdf

Marcus, G. E., & Fischer, M. (1986). Antropology as Cultural Critique: An experimental moment in the human sciences. University of Chicago Press.

Martins, A. F. P. (2015). Natureza da Ciência no ensino de ciências: uma proposta baseada em “temas” e “questões”. Caderno Brasileiro de Ensino de Física, 32(3), 703–737. http://dx.doi.org/10.5007/2175-7941.2015v32n3p703

Matthews, M. R. (1998). In Defense of Modest Goals when Teaching about the Nature of Science. Journal of Research in Science Teaching, 35(2), 161–174, https://doi.org/110.1002/(SICI)1098-2736(199802)199835:199802<199161::AID-TEA199806>199803.199800.CO;199802-Q

Matthews, M. R. (2012). Changing the Focus: From nature of science to features of science. In M. S. Khine (Ed.), Advances in Nature of Science Research (pp. 3–26). Springer.

McComas, W. F. (2008). Seeking Historical Examples to Illustrate Key Aspects of the Nature of Science. Science & Education, 17(2–3), 249–263. https://doi.org/10.1007/s11191-007-9081-y

Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. King’s College and London School of Education.

Moura, C., Camel, T., & Guerra, A. (2020). A Natureza da Ciência pelas Lentes do Currículo: Normatividade curricular, contextualização e os centidos de ensinar sobre Ciências. Ensaio Pesquisa em Educação em Ciências, 22, 1–27. https://doi.org/10.1590/1983-21172020210114

Neiva, L. (2020). Desde Galileu, negação da ciência passou do campo religioso para o político, diz astrofísico. https://www.uol.com.br/tilt/noticias/bbc/2020/05/30/desde-galileu-negacao-da-ciencia-passou-do-campo-religioso-para-o-politico-diz-astrofisico.htm

Nielsen, K. (2013). Scientific Communication and the Nature of Science. Science & Education, 22(9), 2067–2086. https://doi.org/10.1007/s11191-012-9475-3

Olson, J. (2018). The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents. Science & Education, 27(7–8), 637–660. https://doi.org/10.1007/s11191-018-9993-8

Osbeck, L. M., Nersessian, N. J., Malone, K. R., & Newstetter, W. C. (2011). Science as Psychology: Sense-making and identity in science practice. Cambridge University Press.

Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “Ideas-about-Science” Should Be Taught in School Science? A Delphi Study of the Expert Community. Journal of Research in Science Teaching, 40(7), 692–720. https://doi.org/610.1002/tea.1010

Oxford Dictionary. (2016). Oxford Dictionary 2016 word of the year. https://en.oxforddictionaries.com/word-of-the-year/word-ofthe-year-2016

Pickering, A. (1995). The Mangle of Practice: Time, agency, & science. The University of Chicago Press.

Roberts, D. A. (2011). Competing Visions of Scientific Literacy: The influence of a science curriculum policy image. In C. Linder, L. Östman, D. A. Roberts, P.-O. Wickman, G. Erickson, & A. Mackinnon (Eds.), Exploring the Landscape of Scientic Literacy (pp. 11–27). Routledge.

Rosenberg, A. (2005). Why Philosophy of Science? In A. Rosenberg (Ed.), The Philosophy of Science: A contemporary introduction (pp. 1–20). Routledge.

Santos, M. (2018). Uso da História da Ciência para Favorecer a Compreensão de Estudantes do Ensino Médio sobre Ciência. Revista Brasileira de Pesquisa em Educação em Ciências, 18(2), 641–668. https://doi.org/610.28976/21984-22686rbpec2018182641

Santos, M. (2019). Compreendendo Visões de Estudantes sobre Ciências e suas Relações com o Ensino Fundamentado em Modelagem em Contextos Cotidiano, Científico e Sociocientífico. (Dissertação de Mestrado), Universidade Federal de Minas Gerais, Belo Horizonte. https://repositorio.ufmg.br/bitstream/1843/BUOS-BBLJX2/1/disserta__o___monique_santos.pdf

Sasseron, L. H., & Carvalho, A. M. P. (2011). Alfabetização Científica: Uma revisão bibliográfica. Investigações em Ensino de Ciências, 16(1), 59–77.

Schwartz, R. S., Lederman, N. G., & Lederman, J. S. (2008). An Instrument to Assess Views of Scientific Inquiry: The VOSI questionnaire. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Shadish, W. R., Fuller, S., & Gorman, M. E. (1994). Social Psychology of Science: A conceptual and empirical eesearch program. In W. R. Shadish & S. Fuller (Eds.), The Social Psychology of Science (pp. 3–122). Guilford Press.

Shadish, W. R., Houts, A. C., Gholson, B., & Neimeyer, R. A. (1989). The Psychology of Science: An introduction. In B. Gholson, W. R. Shadish, R. A. Neimeyer, & A. C. Houts (Eds.), Pshychology of Science: Contributions to metascience (pp. 1–16). Cambridge University Press.

Siqueira, E. C. P. (2019). A Inserção e Discussão de Aspectos de Natureza da Ciência em Sala de Aula a partir do Filme O Menino que Descobriu o Vento. (Trabalho de Conclusão de Curso), Universidade Federal de Minas Gerais, Belo Horizonte.

van Dijk, E. M. (2011). Portraying Real Science in Science Communication. Science Education, 95(6), 1086–1100. https://doi.org/1010.1002/sce.20458

Vermeir, K. (2013). Scientific Research: Commodities or commons? Science & Education, 22(10), 2485–2510. https://doi.org/10.1007/s11191-012-9524-y

Weinstein, M. (2008). Finding Science in the School Body: Reflections on transgressing the boundaries of science education and the social studies of science. Science Education, 92(3), 389–403. https://doi.org/310.1002/sce.20267

Wong, S. L., & Hodson, D. (2010). More from the Horse’s Mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431–1463. https://doi.org/1410.1080/09500690903104465

Downloads

Publicado

2020-07-15

Como Citar

Santos, M. ., Maia, P. ., & Justi, R. (2020). Um Modelo de Ciências para Fundamentar a Introdução de Aspectos de Natureza da Ciência em Contextos de Ensino e para Analisar tais Contextos. Revista Brasileira De Pesquisa Em Educação Em Ciências, 20(u), 581-616. https://doi.org/10.28976/1984-2686rbpec2020u581616

Edição

Seção

Artigos

Artigos mais lidos pelo mesmo(s) autor(es)

1 2 > >>