Unicamp Diretoria Acadêmica

EH003 - Filosofia e Ensino de Ciências - 1S/2023 Imprimir

Pós-Graduação

Informações da disciplina

Ementa:

Campo interdisciplinar que aborda bases filosóficas e história para Educação em Ciências. Trata e discute argumentos favoráveis ao tratamento histórico e metodológico de temas do ensino de Ciências. Faz uma retrospectiva histórica dos programas de educação em Ciências. Traça tendências desenvolvidas nos programas de Ciências para revelar a necessidade de tratamento metodológico, histórico e processual de tópicos abordados. Enfatiza a perspectiva de história e filosofia no ensino de Ciências. Inclui debate sobre Ciência, Tecnologia e Sociedade.

Bibliografia:

ABRAAMIDOU, Lucy. Reconceptualizing elementary teacher preparation: a case for informal science education. International Journal of Science Education, v.37, n.1, p.108-135, 2015.

ACHINSTEIN, Betty; FOGO, Bradley. Montoring novices' teaching of historical reasoning: opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teacher and Teaching Education, v.45, p.45-58, 2015.

ALON, Nirit Lavie; TAL, Tali. Student self-reported learning outcomes of field trips: the pedagogical impact. International Journal of Science Education, v.37, n.8, p.1279-1298, 2015.

ANDERSEN, Lori; CHEN, Jason A. Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009. Science Education, v.100, n.1, p.57-77, Jan. 2016.

ANTINK-MEYER, Allison; LEDERMAN, Norman G. Creative Cognition in Secondary Science: An exploration of divergent thinking in science among adolescents. International Journal of Science Education, v.37, n.10, p.1547-1563, 2015.

ARCHILA, Pablo Antonio. Using history and philosophy of Science to promote students’ argumantation. Science and Education, v.24, n.9-10, p.1201-1226, Nov. 2015.

ARNOLD, Julia Caroline; KREMER, Kerstin; MAYER, Jürgen. Understanding students' experiments - what kind of support do they need in inquiry tasks? International Journal of Science Education, v.36, n.16, p.2719-2749, 2014.

CATALÁ-GORGUES, Jesús; CARNEIRO, Ana. Like birds of a feather: the cultural origins of Iberian geological cooperation and the European Geological Map of 1896. The British Journal for the History of Science, v.46, n.1, p.39-70, 2013.

COLLINGWOOD, R.G. Idea de la naturaleza. 2ª ed. Tradução e nota preliminar por Eugenio Ímaz. México: Fundo de Cultura Económica, 2006. 243p.

DREYFUS, Benjamin W.; GUPTA, Ayush; REDISH, Edward F. Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors. International Journal of Science Education, v.37, n.5-6, p.812–838, 2015.

ERDURAN, Sibel. Introduction to the focus on... scientific practices. Science Education, v.99, n.6, p.1023-1025, 2015.

FALK, John H.; DIERKING, Lynn D.; OSBORNE, Jonathan; WENGER, Mathew; DAWSON, Emily; WONG, Billy. Analyzing science education in the United Kingdom: taking a system-wide approach. Science Education, v.99, n.1, p.98-120, 2015.

FARIA, Claudia; GUILHERME, Elsa; GASPAR, Raquel; BOAVENTURA, Diana. History of Science and Science Museums: An Enriching Partnership for Elementary School Science. Science and Education, v.24, n.7-8, p.983-1000, Oct. 2015.

FARÍAS, Diana M.; MOLINA, Manuel F.; CASTELLÓ, Josep. Análisis del enfoque de historia y filosofía de la ciencia en libros de texto de química: el caso de la estructura atómica. Enseñanza de las Ciencias, v.31, n.1, p.115-133, 2013.

FUCHS, Hans U. From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics. International Journal of Science and Education, v.37, n.5-6, p.934–957, 2015.

FUJINUMA, Ryosuke; WENDLING, Laura A. Repeating Knowledge Application Practice to Improve Student Performance in a Large, Introductory Science Course. International Journal of Science and Education, v.37, n.17, p.2906-2922, 2015.

FUSELIER, Linda C.; JACKSON, J. Kasi; STOIKO, Rachel. Social and Rational: The Presentation of Nature of Science and the Uptake of Change in Evolution Textbooks. Science Education, v.100, n.2, p.239-265, Mar. 2016.

GRAY, Ron; KANG, Nam-Hwa. Comparison of experimental and historical science topics. International Journal of Science Education, v.36, n.1, p.46-65, 2014.

HADZIGEORGIOU, Yannis; SCHULZ, Roland. Romanticism and romantic science: their contribution to science education. Science and Education, v.23, n.10, p.1963-2006, 2014.

HALPERN, Daniel; OH, Kyong Eun; TREMAINE, Marilyn; CHIANG, James; BEMIS, Karen; SILVER, Deborah. Learning visualization strategies: a qualitative investigation. International Journal of Science Education, v.37, n.18, p.3038-3065, Jan. 2015.

HO, Hsin-Ning Jessie; LIANG, Jyh-Chong. The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning science, and Motivation of Learning Science: A study of Taiwan high school students. International Journal of Science and Education, v.37, n.16, p.2688-2707, 2015.

HODSON, Derek. Learning science, learning about science, doing science: different goals demand different learning methods. International Journal of Science Education, v.36, n.15, p.2534-2553, 2014.

HODSON, Derek; WONG, Siu Ling. From the horse's mouth: why scientists' views are crucial to nature of science understanding. International Journal of Science Education, v.36, n.16, p.2639-2665, 2014.

HURD, Paul DeH

Ano de Catálogo: 2023

Créditos: 3

Turma: A Vagas: 15

Número mínimo de alunos: 5

Número de alunos matriculados: 6

Tipo Oferecimento: Regular

Local Oferecimento:

Horários/Salas:

  • Terça 14:00 - 17:00

Docentes:

  • Pedro Wagner Goncalves

Reservas:

Não possui reservas.

Horários

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