The Place of the History of Chemistry in the Teaching and Learning of Chemistry

Berg, Kevin C. de

doi:10.1007/978-94-007-7654-8_11

Cited by 10 publications

(6 citation statements)

References 118 publications

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“…Nevertheless, NOS implementation in regular science lessons still faces several obstacles ranging from teachers' knowledge about History, Philosophy and Sociology of Science (HPSS) to curricular, time and teaching resources constraints (de Berg, 2014;Höttecke & Silva, 2011;Lederman, 2007). In a recent review paper, Clough (2018) reflected on the state of NOS teaching by highlighting that work is still needed to identify strategies for overcoming these constraints and promoting long lasting impact on teachers' practices.…”

Section: Introductionmentioning

confidence: 99%

“I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science

Gandolfi

2020

Journal of Science Teacher Education

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I didn't know how that could come to this curriculum": teacher's growth through the development of materials about Nature of Science This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design of four different teaching and learning plans (TLPs) that linked NOS and content from the National Curriculum for Science in England through historical narratives. The elaboration of these TLPs was carried out as a collaborative experience between the researcher and a participant science teacher throughout one school year, following design principles to inform different cycles of development, teachingat one classroom (26 students aged 12-13)and reflection about these materials.Grounded on a qualitative approach to data generation (interviews and observational field-notes) and analysis, the main aim of this article is to explore how this researcher-teacher partnership has affected the participant teacher's professional, personal and social growth. Findings from this teacher's engagement with the development, enactment and reflection about these innovative teaching resources will be presented to illustrate how this type of experience can influence, for instance, teachers' professional development, perceived self-efficacy around NOS teaching and ownership of novel teaching ideas.

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Section: Introductionmentioning

confidence: 99%

“I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science

Gandolfi

2020

Journal of Science Teacher Education

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“…There is a strong need to contextualize 51 science in History 52 and Society 53 ; more storytelling historical approaches are needed to give the context of discoveries 54,55 . The dramatic absence of women in the names of chemical engineering processes or chemical reactions must be discussed with students to make them more aware of gender issues and the problems associated with diversity in general 6 .…”

Section: Discussionmentioning

confidence: 99%

“…There is a strong need to contextualize science in history and society; more story-telling historical approaches are needed to provide context in discoveries. , The dramatic absence of women in the names of chemical engineering processes or chemical reactions must be discussed with students to make them more aware of gender issues and the problems associated with diversity in general . As the personification of names of chemical processes or chemical reactions is now almost impossible since discoveries are made by companies and patents are owned by dozens of authors, we can imagine that the increase in the number of women in science with time will not lead to a spontaneous rebalance in the future.…”

Section: Discussionmentioning

confidence: 99%

Rebalancing the Historical Female Underrepresentation in Education

et al. 2022

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Women are increasingly present in the field of engineering, and despite a significant female presence, it has been found that the programmes continue to make no reference to women scientists. In chemical engineering, for example, all the names of scientists mentioned in the programmes belong to men only. To test this hypothesis of the overrepresentation of men in the programmes, a series of random opinion surveys were launched among 600 students from 5 universities to find out whether they had noticed this over-representation and what they thought about it. The results showed that the vast majority did not realize that the scientists presented as examples in classes were all men. In fact, 90% of the student panel were unable to identify a woman in the chemical engineering field, and the remaining 10% could cite only one or two -who were among the most recent and had received most attention from the media. The issue of inequalities between girls and boys and between women and men in education remains central to understanding and combating gender inequalities and to enabling people to develop as persons free from the limitations imposed on them by gender stereotypes. However, these inequalities cannot be explained exclusively by the issue of access to education but must also take the type and content of education into account. This article is a call for reflection on the content of university curricula and has a twofold objective: on the one hand, to raise awareness of this imbalance in representation among students, both male and female, and, on the other hand, to launch reflection on this "invisibility of women" and to propose some avenues for debate.

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“…Para concluir, podemos constatar uma orientação em vários países (ALVES, 2016;BERG, 2014;BRAVO, 2000;BRAVO et al, 2006;CACHAPUZ et al, 2001;CHEVALLARD, 2005;GUTIÉRREZ;IZQUIERDO, 1989;MATTHEWS, 1994MATTHEWS, , 2015WANG;SCHMIDT, 2001), no sentido de aperfeiçoar os esforços e o aumento da ênfase na inclusão da construção das Ciências em vários currículos. Ademais, "apesar de a maioria dos investigadores ter chegado ao consenso em relação à necessidade de promover a abordagem da metaciência no quadro do ensino/aprendizagem das ciências, não existe acordo sobre o significado da construção da ciência ("natureza da ciência") em termos de o que e de o como se ensina e aprende".…”

Section: A Constituição De Estudos Na Europa E No Brasil: Ensino De Cunclassified

Mestrado (Acadêmico) Em Ensino De Ciências E Matemática: A Proposta Do Instituto Federal Do Ceará (Ifce)

Alves¹

2018

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O artigo aborda o processo de concepção e construção de uma proposta, recentemente aprovada pela CAPES, de Mestrado Acadêmico (MA), do Programa de Pós-Graduação em Ensino de Ciências e Matemática (PGECM) do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE). Assim, a partir da constatação de um movimento de constituição da pesquisa acadêmica na área, demarcamos um perfil de formação, com influência na vertente francesa da Didática das Ciências e Matemática. Buscando o entendimento de uma constituição histórica de uma área de estudos que desenvolveu atenção explicita para os fenômenos de ensino e aprendizagem. O trabalho apresenta, após a indicação dos elementos que distinguem as orientações oficiais de formação num mestrado acadêmico (MA) e o mestrado profissional (MP), o perfil de MA, ensejado pelo PGECM. Nesse viés, alguns quadros resumidos atinentes à organização curricular, os títulos das dissertações defendidas e as produções correspondentes dos trabalhos publicados no período 2015/2016/2017 proporcionam um entendimento da evolução, contribuição e o comprometimento institucional, tendo como escopo o aprimoramento das práticas educacionais no Estado do Ceará.

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The Place of the History of Chemistry in the Teaching and Learning of Chemistry

Cited by 10 publications

References 118 publications

“I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science

“I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science

Rebalancing the Historical Female Underrepresentation in Education

Mestrado (Acadêmico) Em Ensino De Ciências E Matemática: A Proposta Do Instituto Federal Do Ceará (Ifce)

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