A Contribution to the Teaching of Genetics Using Latour’s Science’s Blood Flow to Approach Mendel’s Works
DOI:
https://doi.org/10.28976/1984-2686rbpec2022u355373Keywords:
Science Teaching, History of Genetics, Actor-network Theory, History of Science, Gregor Mendel, Heredity LawsAbstract
Using history of science for scientific education has the potential to contribute for the connection of personal, ethical, cultural and political contexts of scientists. The romanticized view of science, which exposes scientists as geniuses working in isolation, can undermine the understanding of the nature of science. Gregor Mendel is an example of this representation, and this article takes a step to demystify the idea that he is the “father of genetics”. In order to contribute with elements to provide teaching and learning processes in a less romantic approach, we used Bruno Latour’s actor-network theory (ANT) to guide sociomaterial analyses of relationships (with humans and non-humans), and employed an analysis of Mendel’s introduction in the so-called flow of science, using the literature on Mendel’s history and genetics. In this way, it was possible to understand the network that supports the development of the laws of heredity, which indicates that Mendel mobilized several actors (botanists, physicists, mathematicians, peas, greenhouses, assistants, academic societies, farmers and different entities) who have collaborated to his conclusions. With this paper, we intend to contribute to research studies that seek to apply a more historically adequate account of genetics as a science, which could help in teaching/learning processes.
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