History and Philosophy of Science in teaching training: working with digital animations

Abstract

This work presents the outcomes of the use of a didactic sequence developed for the context of pre-service physics teachers training. The intervention had as its essential focus advancing a critical reflection on virtual learning objects with historical content, through a process of development of changes in such resources in order to adapt them for didactic use. In this sense, with the intention of contributing to the reflection on virtual learning objects, we have proposed a didactic sequence following some essential questions: What is the quality and relevance of the digital animations with historical-philosophical content towards the teaching of physics? What views of science are implicitly or explicitly present in these didactic resources? Is the content presented by them historically appropriate? What educational objectives do they serve? Is it possible to propose changes to these objects in order to adapt them to the didactic use? The outcomes provided show the great interest and the well-founded and qualified engagement of the pre-service teachers in activities of critical analysis and re-elaboration of script for digital animation.