Electricity and Vital Force: Discussing the Nature of Science through a Historical Narrative

Autor/inn/en	Schiffer, Hermann; Guerra, Andreia
Titel	Electricity and Vital Force: Discussing the Nature of Science through a Historical Narrative
Quelle	In: Science & Education, 24 (2015) 4, S.409-434 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-014-9718-6
Schlagwörter	Scientific Principles; Science History; Science Instruction; Instructional Materials; Instructional Effectiveness; Grade 9; Physics; Controversial Issues (Course Content); Science Activities; Qualitative Research; Philosophy; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? History of science; Wissenschaftsgeschichte; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; School year 09; 9. Schuljahr; Schuljahr 09; Physik; Controversial issues; Kontroverse; Qualitative Forschung; Philosophie; Ausland; Brasilien
Abstract	Seeking a historical-philosophical approach to science teaching, narrative texts have been used as pedagogical tools to improve the learning experience of students. A review of the literature of different types of narrative texts and their different rates of effectiveness in science education is presented. This study was developed using the so-called Historical Narrative as a tool to introduce science content from a historical-philosophical approach, aiming to discuss science as a human construction. This project was carried out in a 9th grade Physics class in K-12 school, in Rio de Janeiro, Brazil. The steps involved in constructing a Historical Narrative based on the controversy over animal electrical fluid between Luigi Galvani and Alessandro Volta is reported herein. Finally, qualitative research results of the activities inspired by this Historical Narrative are presented with the purpose of answering the research question: to what extent do Historical Narratives support and enhance discussions about the Nature of Science (NOS), through teaching the scientific content in a historical-philosophical approach with 9th grade students? The results indicate that Historical Narrative, based on historical episodes, is a good "door opener" to teach scientific content in a historical-philosophical approach, introducing discussions about the Nature of Science without neglecting the scientific content or simplifying the discussions about the NOS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01