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:
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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.
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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.
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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
Número mínimo de alunos: 5
Número de alunos matriculados: 6
Idioma de oferecimento: Português
Tipo Oferecimento: Regular
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