A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students’ knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.     

科学史教育的哲学透视

将科学史融入科学课程以加强科学史教育,已成为欧美等发达国家科学教育改革的大趋势,也是我国当前科学课程改革的重要课题。当代科学哲学的研究,尤其是库恩的历史主义科学观、费耶阿本德的人本主义科学观和后现代科学观,以及萨顿的新人文主义科学教育观和科学素养教育观等,对科学史教育产生了积极的影响。     

History and Philosophy of Science as a Continuation of Science by Other Means

History and philosophy of science can serve the function of investigating scientific questions that are excluded by science itself. Because many things need to be protected from questioning and criticism in specialist science, its demonstrated effectiveness is also unavoidably accompanied by a loss of knowledge and a degree of dogmatism. History and philosophy of science can ameliorate this situation by working as a shadow discipline complementing specialist science in the production of knowledge about nature. In this enterprise the connection between philosophy of science and history of science is essential, since the questions that get consigned to the realm of philosophy are often, and not accidentally, the same ones buried in the historical record of past science. Some examples are given illustrating the complementary mode of history and philosophy of science, and its relations to other modes of study in history of science and philosophy of science are also examined.     

自然科学与哲学协同流变的历史轨迹（上）

在中国处于社会转型发展的今天,如何认定自然科学与哲学的联亲,则是至关重要的问题.该文以自然科学史与哲学史的相关材料为佐证,力足全面展示和论证自然科学与哲学的血缘关系,以强化促进二者的相互作用.认为哲学作为自然科学发展的理论前导,因在不同的历史阶段存在哲学自身的本性差异,故对自然科学具有不同方面和不同程度的促进作用,也对自然科学具有不同方面和不同程度的误导.     

A Graduate Programme in History,Philosophy and Science Teaching in Brazil

This paper discusses a Master's degree in History, Philosophy and Science Teaching recently created in Brazil. The paper will report alocal experience but its analysis raises questions of general interest, in particular to less developed countries. This interest concerns firstly the challenges of doing research and educating people in science teaching, and developing a scientific culture, and secondly the institutional obstacles that face new and/or interdisciplinary research groups. We anticipate the conclusion that in Brazilian conditions of today projects from emergent andinterdisciplinary groups can be damaged by political, cultural and institutionalobstacles.     

History, Philosophy, and Science in a Social Perspective: A Pedagogical Project

Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical–philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical–philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical–philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science.     

历史与哲学

历史哲学是对理智事业中一个独特领域的哲学研究。历史具有哲学趣味。历史由于具有两种含义．故而有思辨的与分析的两类历史哲学。本世纪,思辨的形而上学的历史哲学衰微。批判的、分析的历史哲学蔚为大观。然而这种划分并不意味着二者的永久对立;它们只是相对的划分。二者仍然相互影响。分析的历史哲学不能摆脱历史本体论或形而上学历史哲学的影响。关于作为整体的历史的意义．仍然是有意义的,不会从历史哲学中消失。     

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaës on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.     

History and Philosophy of Science through Models: The Case of Chemical Kinetics

The case for a greater role for the history and philosophy of science in science education is reviewed. It is argued that such a role can only be realised if it is based on both a credible analytical approach to the history and philosophy of science and if the evolution of a sufficient number of major themes in science is known in suitable detail. Adopting Lakatos' Theory of Scientific Research Programmes as the analytical approach, it is proposed that the development, use, and replacement, of specific models forms the core of such programmes.Chemical kinetics was selected as an exemplar major topic in chemistry. Eight models which have played a central role in the evolution of the study of chemical kinetics were identified by an analysis of the literature. The implications that these models have for the teaching and learning of chemistry today are discussed.     

A Comparison of Elementary,Secondary and Student Teachers' Perceptions and Practices Related to History of Science Instruction

Snow (1959) has long argued the gap between `two cultures' – those of the scientific world and those who are engaged inhumanities professions. Thesetwo cultures apparently are still segregated due to the lack of understanding, and often result in misrepresentations of each other. As science becomes increasingly more specialized and fragmented, the history of science has been proposedas a science instructional approach to provide students a broadening and unifying experience. The historical approach in science learning allows students to analyze historical methods and apply them to current science practice. Ninety-six teachers were surveyed to assess their perceptions related to the instructional role of the history of science and to describe instructional practices that they use to integrate the history of science in their science curriculum.