The nature of science from the history and philosophy of science in the initial training of chemistry teachers: Design and validation of a teaching-learning sequence on the rutherford model

Authors

DOI:

https://doi.org/10.21527/2179-1309.2022.118.9415

Keywords:

Formação de Professores, Estágio Supervisionado, Planejamento, Modelo atômico

Abstract

In this paper we analyze the process of planning and validation of a Teaching-Learning  Sequence (TLS) on the Rutherford atomic model, part of a larger investigation in which a Training Program was developed with nine graduates from a public university in Paraná. This study, characterized as an action research and aimed at inserting Nature of Science (NOS) in the classroom, from the History and Philosophy of Science, was developed in the context of Supervised Internship. For the constitution of the data several written records were used, as questionnaires, besides the versions of the plans and the recording of the classes. The analyzed stages mainly comprise the selection of historical content and the construction and validation of activities for TLS. Among the challenges faced, we list the difficulty of breaking with the notion of historical approach as a linear reconstruction of the development of science. However, after the studies and the selection of historical content, the activities were significant for the insertion of NOS discussions in the classroom. The results show the importance of training actions capable of subsidizing reflection and experience focused on the aspects of NOS, aiming at the formation of teachers capable of understanding and teaching about science.

Author Biography

Neide Maria Michellan Kiouranis, Universidade Estadual de Maringá

Doutora em Educação Para a Ciência pela Universidade Estadual Paulista, UNESP, Bauru, Brasil (2009), mestre em Ensino de Química pela Universidade de São Paulo - USP/SP (2001), graduação em Química (Licenciatura) pela APEC/Presidente Prudente e Licenciatura em Ciências pela Universidade Estadual de Maringá (1975), Estágio pós-doutoral/CAPES, realizado em parceria Universidade Federal de Sergipe e Universidade de Aveiro/Portugal (2016). Atualmente é professora Associada da Universidade Estadual de Maringá, Departamento de Química. Tem experiência na área de Ensino de Química. Participa do Programa de Pós-Graduação em Educação para a Ciência e Matemática com orientação (mestrado e doutorado), atuando principalmente nos seguintes linhas de pesquisa: Formação Inicial e Continuada de Professores e Epistemologia.

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Published

2022-07-18

How to Cite

Cortez, J. M., & Kiouranis, N. M. M. (2022). The nature of science from the history and philosophy of science in the initial training of chemistry teachers: Design and validation of a teaching-learning sequence on the rutherford model. Revista Contexto & Educação, 37(118), e9415. https://doi.org/10.21527/2179-1309.2022.118.9415

Issue

Vol. 37 No. 118 (2022): DIÁLOGOS FORMATIVOS

Section

Artigos

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