Volume/Issue :

Article type :

Original article

Page No :

7-19

Abstract :

In this paper a methodological experience is analyzed in exploratory nature, developed in short course promoted in Brazilian Chemistry Education Conference. The purpose of such activity was to rescue the views and beliefs that participants, pre-service and in service teachers, have about science and the scientific work and thus lead to reflection on the subject during the activity, by using previously selected images. The analysis of the accounts of the images evidenced that the common views already highlighted in research on the nature of science still occur with some frequency, conceptions that may limit the way of understanding of the teaching of science. The activity showed satisfactory the extent that provided moments of discussion and reflection on the subject, which may assist participants in their future educational activities.

Keywords :

nature of science, scientific knowledge, teacher training

References :

Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning about the nature of science as conceptual change: Factors that mediate the development of pre-service elementary teachers’ views of the nature of science. Science Education, 88, 785–810.
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22 (7), 665-701.
Acevedo Díaz, J. A. (2010). Formación del profesorado de ciencias Y enseñanza de la naturaleza de la ciencia [Science teachers training and nature of science teaching]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 7 (3), 653-660.
Almeida, A. V., & Farias, C. R. O. (2011). A natureza da ciência na formação de professores: reflexões a partir de um curso de licenciatura em ciências biológicas [The nature of science in teacher education: reflections from a course of teacher preparation in Biological Sciences]. Investigações em ensino de ciências, 16 (3), 473-488.
Chalmers, A. F. (1993). O que é ciência afinal?[ What is this called Science?] (1ªed). São Paulo: Brasiliense.
Gibin, G. B., & Ferreira, L. H. (2013). Avaliação dos Estudantes sobre o Uso de Imagens como Recurso Auxiliar no Ensino de Conceitos Químicos [Students’ evaluation about the use of images as auxiliary resource in teaching chemical concepts]. Química Nova na Escola, 35 (1), 19-26.
Gil-pérez, D., Montoro, I. F., Alís, J. C., Cachapuz, A., & Praia, J. (2001). Para Uma Imagem Não Deformada do Trabalho Científico [For a non-distorted image of scientific work]. Revista Ciência & Educação, 7 (2), 125-153.
Guimarães, M. (2011). Science, a (not very) feminine word. Revista Pesquisa Fapesp. Retrieved from http://revistapesquisa.fapesp.br/en/2011/12/01/science-a-not-very-feminine-word/? Accessed: 28/11/2014.
Harres, J. B. S. (1999). Uma Revisão de Pesquisas nas Concepções de Professores Sobre a Natureza da Ciência e Suas Implicações para o Ensino [A review of research on teacher’s conceptions about the nature of science and their implications for teaching]. Investigações em Ensino de Ciências, 4 (3), 197-211.
Lederman, N. G. (1992). Student's and teacher's conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4), 331- 359.
Lederman, N. G. (1998). Teacher's understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36 (8), 916-929.
Lederman, N. G. (2006). Research on nature of science: Reflections on the past, anticipations of the future. Asia-Pacific Forum on Science Learning and Teaching, 7 (1). Retrieved from http://www.ied.edu.hk/apfslt/ Accessed: 28.11.2014.
Martins, R. A. (1999). O que é ciência, do ponto de vista da epistemologia? [What is science, from the point of view of epistemology?] Caderno de Metodologia e Técnica de Pesquisa, 9, 5-20.
Matthews, M. R. (1995). História, filosofia e ensino de ciências: a atual tendência de reaproximação [History, philosophy, and science teaching: The present rapprochement]. Caderno Catarinense de Ensino de Física, 12 (3), 164-214.
Mc Comas, W., Clough, M., & Almazroa, H. (1998). The role and character of the nature of science. In: W. F. Mc Comas (Ed.). The nature of science in science education (pp. 3-39), Netherlands: Kluwer Academic Publishers.
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, 692–720.
Rubba, P. A., & Harkness, W. L. (1993). Examination of pre-service and in-service secondary science teachers’ beliefs about Science-Technology-Society interactions. Science Education, 77 (4), 407-431.
Silva, H. C., Zimmermann, E., Carneiro, M. H. S., Gastal, M. L., & Cassiano, W. S. (2006). Cautela ao usar imagens em aulas de ciências [Caution when using images during science lessons]. Ciência & Educação (Bauru) [online], 12 (2), 219-233. Retrieved from http://www.scielo.br/pdf/ciedu/v12n2/07.pdf. Accessed: 01/12/2014.
Tobaldini, B. G., Castro, L. P. V., Della Justina, A., & Meglhioratti, F. A. (2011). Aspectos sobre a natureza da ciência apresentados por alunos e professores de licenciatura em ciências biológicas [Aspects over the nature of science presented by teaching graduation course of biological sciences]. Revista Electrónica de Enseñanza de las Ciencias, 10 (3), 457-480.
Vázquez, A., Acevedo Díaz, J. A., Manassero Mas, M. A., & Romero, P. A. (2001). Cuatro paradigmas básicos sobre la naturaleza de la ciencia [Four basic paradigms about the nature of science]. Argumentos de Razón Técnica, Sevilla, 4, 135-176. Retrieved from http://www.oei.es/salactsi/acevedo20.htm. Accessed: 04/08/2014.
Vazquez-Alonso, A., Manassero-Mas, M. A., Acevedo, J. A., & Acevedo, P. (2008). Consensos sobre a natureza da ciência: a ciência e a tecnologia na sociedade [Consensuses about the nature of Science: Science and Technology in Society]. Química Nova na Escola, 27, 34-49.
Wellington, J., & Lakin, S. (1994). Who will teach the "nature of science"? Teacher's views of science and their implications for science education. International Journal of Science Education, 16 (2), 175-190.

Cite as :

Colagrande, E. A., de Assis Martorano, S. A., & Arroio, A. (2015). Reflections about teaching nature of science mediated by images. Gamtamokslinis ugdymas / Natural Science Education, 12(1), 7-19. https://doi.org/10.48127/gu-nse/15.12.07