Didactic implications of the history of science in Physics Education: a literature review through discursive textual analysis

Authors

  • Edmundo Rodrigues Junior Instituto Federal do Espírito Santo
  • Fernando José Luna de Oliveira Universidade Estadual Norte Fluminense
  • Marília Paixão Linhares Universidade Estadual Norte Fluminense
  • Cassiana Barreto Hygino Universidade Estadual Norte Fluminense

DOI:

https://doi.org/10.5007/2175-7941.2015v32n3p769

Abstract

This work presents a literature review of the educational implications of the history of science in the teaching of Physics in the period 2010 to 2014. The technique used to analyze the data was the discursive textual analysis with the categories defined a priori. These categories include different teaching strategies for the teaching of history of science in Physics classes such as the use of primary or original sources, historical case studies, science through drama activities, historical experiments, biographies and /or autobiographies of scientists and the content analysis of the history of science present in textbooks. The result showed that 36 articles of 1659 available in journals use these teaching strategies. The results of the interpretative step consisted in the production of six metatexts in which two learning objectives were identified: the first one is related to physical concepts and the second one in aspects related to understanding the Nature of Science. The evaluation tools used by the authors to assess the students’ knowledge were identified in our corpus too.

Author Biographies

Edmundo Rodrigues Junior, Instituto Federal do Espírito Santo

Instituto Federal do Espírito Santo, Vitória, ES.

Fernando José Luna de Oliveira, Universidade Estadual Norte Fluminense

Universidade Estadual Norte Fluminense, Campos dos Goytacazes, RJ.

Marília Paixão Linhares, Universidade Estadual Norte Fluminense

Universidade Estadual Norte Fluminense, Campos dos Goytacazes, RJ.

Cassiana Barreto Hygino, Universidade Estadual Norte Fluminense

Universidade Estadual Norte Fluminense, Campos dos Goytacazes, RJ.

Published

2015-10-23

How to Cite

Junior, E. R., Luna de Oliveira, F. J., Linhares, M. P., & Hygino, C. B. (2015). Didactic implications of the history of science in Physics Education: a literature review through discursive textual analysis. Caderno Brasileiro De Ensino De Física, 32(3), 769–808. https://doi.org/10.5007/2175-7941.2015v32n3p769

Issue

Section

História e Filosofia da Ciência