Analyzing dissertations and thesis in the educational area through the perspective of history and philosophy of science in chemistry education

Authors

  • Ana Lúcia Rodrigues Gama Russo Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro
  • Giselle Ròças Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro

DOI:

https://doi.org/10.5007/1982-5153.2019v12n1p157

Abstract

The inquiry presented in this article analyses twenty-one thesis and dissertations defended in graduate programs recommended by CAPES in the Teaching Area, which are themed surrounding the intersection between History and Philosophy of Science in Chemistry Education (taken as the research corpus). Despite official recommendations and several studies defending this intersection as positive in the learning process, the presence of such in the classroom is still scarce. Therefore, the focus here is to identify what has been done/studied in the field, from 2011 and 2015, after the CAPES area has changed its scope. A bibliographical research was made, followed by content analysis based on previous categories. The analysis has shown the main topics explored are criticality plea, in the analytical categories and analysis of textbooks in the thematic categories. It also shows intersection between History and Philosophy of Science in Chemistry Education is an expanding theme in need of a closer relationship between academia and classrooms.

Author Biographies

Ana Lúcia Rodrigues Gama Russo, Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro

Mestre em Ensino de Ciências pelo Programa de Pós-Graduação em Ensino de Ciências – PROPEC do Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro – campus Nilópolis (2018). Engenheira Química e Licenciada em Química. Possui Especialização em Engenharia Sanitária e Ambiental, FIOCRUZ (2006) e Especialização em Ensino de Ciências pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro – campus Maracanã (2010). Docente do Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro – campus Duque de Caxias.

Giselle Ròças, Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro

Doutora em Ecologia pela Universidade Federal do Rio de Janeiro (2004). Graduação em Ciências Biológicas Modalidade Ecologia pela Universidade Federal do Rio de Janeiro (1995), mestrado em Ecologia pela Universidade Federal do Rio de Janeiro (1998). Professora Associada I do Ensino Superior do Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro. Atualmente participa de projetos de pesquisa com ênfase no Ensino de Ciências, com apoio da FAPERJ, CAPES, IFRJ e CNPq. Docente permanente do Programa de Pós-Graduação stricto sensu em Ensino de Ciências - PROPEC - do IFRJ. 

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Published

2019-05-27

Issue

Vol. 12 No. 1 (2019)

Section

Articles

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