Palavras-chave
investigação histórica
aprendizagem por investigação
estudo de caso
natureza da ciência
história da ciência
aprendizagem por investigação
estudo de caso
natureza da ciência
história da ciência
Como Citar
Allchin, D. (2017). Casos de investigação histórica para o aprendizado da natureza da ciência. Cadernos De História Da Ciência, 13(2), 101–126. https://doi.org/10.47692/cadhistcienc.2017.v13.33802
Resumo
A História — quando formulada a partir de uma perspectiva histórica de ciência em construção — pode oferecer oportunidades para investigar e aprender sobre as Ciências Naturais. Este artigo descreve como várias características em narrativas históricas episódicas ajudam a estruturar tal investigação: (1) contextos motivacionais culturais e biográficos; (2) questões que problematizam as Ciências Naturais e promovem investigação sobre essa área; (3) perspectivas históricas que expõem a ciência em construção; (4) um formato narrativo; (5) uma estrutura episódica; (6) encerramento conjunto da investigação e da narrativa; e (7)reflexão final e consolidação dos aspectos das Ciências Naturais.
Referências
ABD-EL-KHALICK, F.; LEDERMAN, N. The influence of history of Science courses on students’ views of nature of science. Journal of Research in Science
Teaching. v. 37, p. 1057-1095, 2000. ALLCHIN, D. The Minnesota case study collection: new historical inquiry cases for nature of Science education. Science & Education. v. 21, p. 1263-82, 2012[a].
______. Teaching the Nature of Science through scientific error. Science & Education. v. 96, p. 904-26, 2012[b].
______. Teaching the Nature of Science: perspectives and resources. St. Paul, MN: SHiPS Education Press, 2013.
BELL, R. Teaching the Nature of Science through process skills: activities for grades 3 – 8. Boston: Allyn & Bacon, 2007.
BOARD ON SCIENCE EDUCATION, U. S. National Academies of Sciences. A framework for K- 12 Science education. Washington, DC: National Academies Press, 2012. Available at: <http://www.nap.edu/catalog.php?record_id=13165>.
BRUNER, J. S. The narrative construction of reality. Critical Inquiry. v. 18, p. 1-21, 1991.
BURKE, J. Connections. Boston, MA: Little Brown & Co., 1978.
CARR, D. Narrative explanation and its malcontents. History and Theory. v. 47, n. 1, p. 19-30, 2008.
CLOUGH, M. F. Learners’ responses to the demands of conceptual change: considerations for effective Nature of Science instruction. Science & Education. v. 15, n. 5, p. 463-94, 2006.
CLOUGH, M. P. (ed.). The story behind the science: bringing science and scientists to life [website]. Ames, IA: Iowa State University School of Education, 2009. Available at: <http://storybehindthescience.org/biology.html>.
______. The story behind the science: bringing science and scientists to life in post-secondary science education. Science & Education. v. 7, p. 701-17, 2011.
CONANT, J. B. On understanding science: an historical approach. New Haven, CT: Yale University Press, 1947.
CONANT, J. B.; NASH, L. K. Harvard case histories in experimental science. Cambridge, MA: Harvard University Press, 1957.
CRAVEN, J. A. Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science & Education. v. 24, p. 785-802, 2002.
CREAGER, A. N. H.; LUNBECK, E.; WISE, M. N. (eds.). Science without laws: model systems, cases, exemplary narratives. Durham, NC: Duke University Press, 2007.
DENG, F. et al. Students’ views of the nature of science: A critical review of research. Science & Education. v. 95, p. 961-99, 2011.
DOLPHIN, G. Evolution of the theory of the earth: A contextualized approach for teaching the history of the theory of plate tectonics to ninth grade students. Science & Education. v. 18, p. 425-41, 2009.
DRIVER, R.; OLDHAM, V. A constructivist approach to curriculum development. Science & Education. v. 13, p. 105-22, 1985.
ELEANOR, A.; WANDERSEE, J. H. How to infuse actual scientific research practices into Science classroom instruction. International Journal of Science & Education. v. 17, p. 683-94, 1995.
ERTEN, S.; KIRAY, S. A.; SEN-GÜMÜS, B. Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics. Science and Technology. v. 1, n. 2, p. 122-37, 2013.
FARBER, P. Teaching evolution and the nature of science. The American Biology Teacher. v. 65, p. 347-54, 2003.
FLOWER, M. Conceiving Science education as a practice of technoscientific practice. In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis, MN: University of Minnesota Office of Continuing Education, 1995. p. 389-409.
GREEN, M. E. Storytelling in teaching. Observer. v. 17, n. 4, 2004.
GROS, P. P. Carleton Gadjusek & kuru. Minneapolis, MN: SHiPS Resource Center, 2011. Available at: <http://www1.umn.tc.edu/ships/modules/biol/gajdusek.htm>.
HADZIGEORGIOU, Y.; KLASSEN, S.; FROESE-KLASSEN, C. Encouraging a “romantic understanding” of science: The effect of the Nikola Tesla story. Science & Education. v. 21, n. 8, p. 1111-38, 2012.
HAGEN, J.; ALLCHIN, D.; SINGER, F. Doing Biology. Glenview, IL: Harper-Collins, 1996. Available at: <http://doingbiology.net>.
HEILBRON, J. L. History in science education, with cautionary tales about the agreement of measurement and theory. Science & Education. v. 11, p. 321-31, 2002.
HENKE, A., HÖTTECKE, D. Learning about the nature of science: comparing inquiry-based with history-based science teaching − an experimental study [poster presentation]. Presented at the 2013 International History, Philosophy & Science Teaching Group, Pittsburgh, PA, 2013.
HENKE, A., HÖTTECKE, D. Physics teachers’ perceived demands regarding history and philosophy in teaching. Science & Education. v. 24, p. 349-85, 2015.
HERREID, C. F. The interrupted case method. Journal of College Science Teaching. v. 35, n. 2, p. 4-5, 2005.
______. Start with a story: the case study method for teaching college science. Arlington, VA: NSTA Press, 2007.
HERREID, C. F. et al. In case you are interested: A survey of case study teachers. Journal of College Science Teaching. v. 40, n. 4, p. 76-80, 2011.
______. My favorite case and what makes it so. Journal of College Science Teaching. v. 42, p. 70-75, 2012.
HIPST [History and Philosophy in Science Teaching Consortium]. Theoretical basis of the HIPST Project, 2018. Available at: <http://hipst.eled.auth.gr/hipst_htm/theory_complete.htm>.
HONG, H. Y.; LIN-SIEGLER, X. How learning about scientists’ struggles influences students’ interest and learning in Physics. Journal of Educational Psychology. v. 104, p. 469-84, 2012.
HÖTTECKE, D., SILVA, C. C. Why implementing history and philosophy in school Science education is a challenge: An analysis of obstacles. Science & Education. v. 20, p. 293-316, 2011.
HOWE, E. M. Addressing nature-of-science core tenets with the history of science: An example with sicklecell anemia. The American Biology Teacher. v. 69, p. 467-72, 2007.
______. Teaching with the history of science: understanding sickle-cell anemia and the nature of science, 2010. Available at: <http://www1.assumption.edu/users/emhowe/Sickle Case/start.htm>.
HOWE, E. M.; RUDGE, D. W. Recapitulating the history of sickle-cell anemia research: improving students’ NOS views explicitly and reflectively. Science & Education. v. 14, p. 423-41, 2005.
HSU, J. The secrets of storytelling: why we love a good yarn. Scientific American, 2008. Available at: <http://pragmasynesi.wordpress.com/2008/09/24/the-secrets-of-orytelling-why-we-love-a-goodyarn/>.
KHISHFE, R. Nature of science and decision-making. International Journal of Science Education. v. 34, n. 1, p. 67-100, 2012.
KLASSEN, S. The construction and analysis of a science story: a proposed methodology. Science & Education. v. 18, p. 401-423, 2009.
KLASSEN, S.; FROESE-KLASSEN, C. Raising interest in interest: a critical component in learning Science through stories and informal learning environments.
In: HEERING. P.; KLASSEN, S.; METZ, D. (eds.). Flensburg studies on the history and philosophy of science in Science education. v. 2. Flensburg: Flensburg University Press, 2013.
______. Science teaching with historically based stories: theoretical and practical perspectives. In:
MATTHEWS, M. R. (ed.). International handbook of research in history and philosophy Science and Mathematics education. Dordrecht: Springer, 2014. p. 1503-1529.
KLOPFER, L. E. History of science cases [9 vols.]. Chicago, IL: Science Research Associates, 1964.
______. The teaching of Science and the history of science. Journal of Research in Science Teaching. v. 6, p. 87-95, 1969.
KOHN, A. Fortune or failure: missed opportunities and chance discoveries. Oxford: Basil Blackwell, 1969.
KUBLI, F. Can the theory of narratives help science teachers be better storytellers? Science & Education; 2001, 10:595–99.
KUHN, TS. Second thoughts on paradigms. In: The essential tension. Chicago: University of Chicago Press, 1977. p. 293-319.
KURDZIEL, J. P.; LIBARKIN, J. C. Research methodologies in Science education: students’ ideas about the nature of science. Journal of Geoscience Education. v. 50, n. 3, p. 322-29, 2002.
LATOUR, B. Science in action. Cambridge, MA: Harvard University Press, 1987.
LEAF, J. Charles Keeling & measuring atmospheric carbon dioxide. Minneapolis, MN: SHiPS Resource Center, 2012. Available at: <http://ships.umn.edu/modules/earth/keeling.htm>.
LIVIO, M. Brilliant blunders: from Darwin to Einstein. New York, NY: Simon & Schuster, 2013.
MCMILLAN, B. The snowflake men. In: P. Heering, M. Markert, & H. Weber (Eds.), Experimentelle Wissenschaftsgeschichte didaktisch nutzbar machen: Ideen, Überlegungen und Fallstudien, p. 45-65. Flensburg: Flensburg University Press; 2012.
METZ, D. et al. Building a foundation for the use of historical narratives. Science & Education. v. 16, p. 313-34, 2007.
MIX, M. C., FARBER, P., KING, K. I. Biology: the network of life. 2.ed. Glenview, IL: HarperCollins, 1996.
MONK, M.; OSBORNE, J. Placing the history and philosophy of science on the curriculum: a model for the development of pedagogy. Science & Education. v. 81, p. 405-24, 1997. Norris, S. P. et al A theoretical framework for narrative explanation in science. Science & Education. v. 89, n. 4, p. 535-63, 2005.
PETERS, E. E.; KITSANTAS, A. Self-regulation of studen epistemic thinking in science: The role of metacognitive prompts. Educational Psychologist. v. 30, n. 1, p. 27-52, 2010.
REID-SMITH, J. A. Historical short stories as Nature of Science instruction in secondary science classrooms: Science teachers’ implementation and students’ reactions. Graduate Theses and Dissertations. Paper 13633. Ames, IA: Iowa State University, 2013.
RICHARDS, R. J. The structure of narrative explanation in history and biology. In: NITECKI, M. H.; NITECKI, D. V. (eds.). History and Evolution. Binghamton, NY: State University of New York Press, 1992. p. 19-54.
ROACH, L. E.; WANDERSEE, J. H. Short story science: using historical vignettes as a teaching tool. The Science Teacher. v. 60, n. 6, p. 18-21, 1993.
______. Putting people back into science: Using historical vignettes. School Science and Mathematics v. 95, p. 365-70, 1995.
ROBERTS, R. Serendipity: accidental discoveries in science. New York: Wiley, 1989.
RUDGE, D. W.; HOWE, E. M. An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science & Education. v. 18, p. 561-80, 2009.
RUSSELL, T. L. What history of science, how much, and why? Science & Education. v. 65, p. 51-64, 1981.
SCHARMANN, L. C. et al. Explicit reflective Nature of Science instruction: evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education. v. 16, p. 27-41, 2005.
SEKER, H.; WELSH, L. The differentiation of contexts provided by history of science. In: METZ, D. (ed.). Proceedings of the 7th International History, Philosophy of Science and Science Teaching Conference (CD-ROM). Winnipeg: University of Winnipeg; 2003.
______. The comparison of explicit and implicit ways of using history of science for students understanding of the nature of science. Paper presented at Eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds, England, 2005.
STINNER, A. Contextual settings, science stories, and large context problems: toward a more humanistic science education. Science & Education. v. 79, n. 5, p. 555-81, 1995.
STINNER, A. et al. The renewal of case studies in Science education. Science & Education. v. 12, n. 7, p. 617-43, 2003.
SWANSON, R. P. Science education recapitulates science history: how can history guide modern science curriculum? In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis: University of Minnesota Office of Continuing Education, 1995. p. 1192-94.
VELLEMAN, J. D. Narrative explanation. The Philosophical Review. v. 112, p. 1-25, 2003.
WANDERSEE, J. H. On the value and use of the history of science in teaching today’s Science: Constructing historical vignettes. In: HERGET, D. E. (ed.). More history and philosophy of science in Science teaching. Tallahassee, FL: Florida State University, 1990. p. 278-283.
WHITE, H. The content of the form: narrative discourse and historical representation. Baltimore, MD: Johns Hopkins University Press, 1987.
YACOUBIAN, H. A.; BOUJAOUDE, S. The effect of reflective discussions following inquiry-based laboratory activities on students’ views of nature of science.
Journal of Research in Science Teaching. v. 47, n. 10, p. 1229-52, 2010.
Teaching. v. 37, p. 1057-1095, 2000. ALLCHIN, D. The Minnesota case study collection: new historical inquiry cases for nature of Science education. Science & Education. v. 21, p. 1263-82, 2012[a].
______. Teaching the Nature of Science through scientific error. Science & Education. v. 96, p. 904-26, 2012[b].
______. Teaching the Nature of Science: perspectives and resources. St. Paul, MN: SHiPS Education Press, 2013.
BELL, R. Teaching the Nature of Science through process skills: activities for grades 3 – 8. Boston: Allyn & Bacon, 2007.
BOARD ON SCIENCE EDUCATION, U. S. National Academies of Sciences. A framework for K- 12 Science education. Washington, DC: National Academies Press, 2012. Available at: <http://www.nap.edu/catalog.php?record_id=13165>.
BRUNER, J. S. The narrative construction of reality. Critical Inquiry. v. 18, p. 1-21, 1991.
BURKE, J. Connections. Boston, MA: Little Brown & Co., 1978.
CARR, D. Narrative explanation and its malcontents. History and Theory. v. 47, n. 1, p. 19-30, 2008.
CLOUGH, M. F. Learners’ responses to the demands of conceptual change: considerations for effective Nature of Science instruction. Science & Education. v. 15, n. 5, p. 463-94, 2006.
CLOUGH, M. P. (ed.). The story behind the science: bringing science and scientists to life [website]. Ames, IA: Iowa State University School of Education, 2009. Available at: <http://storybehindthescience.org/biology.html>.
______. The story behind the science: bringing science and scientists to life in post-secondary science education. Science & Education. v. 7, p. 701-17, 2011.
CONANT, J. B. On understanding science: an historical approach. New Haven, CT: Yale University Press, 1947.
CONANT, J. B.; NASH, L. K. Harvard case histories in experimental science. Cambridge, MA: Harvard University Press, 1957.
CRAVEN, J. A. Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science & Education. v. 24, p. 785-802, 2002.
CREAGER, A. N. H.; LUNBECK, E.; WISE, M. N. (eds.). Science without laws: model systems, cases, exemplary narratives. Durham, NC: Duke University Press, 2007.
DENG, F. et al. Students’ views of the nature of science: A critical review of research. Science & Education. v. 95, p. 961-99, 2011.
DOLPHIN, G. Evolution of the theory of the earth: A contextualized approach for teaching the history of the theory of plate tectonics to ninth grade students. Science & Education. v. 18, p. 425-41, 2009.
DRIVER, R.; OLDHAM, V. A constructivist approach to curriculum development. Science & Education. v. 13, p. 105-22, 1985.
ELEANOR, A.; WANDERSEE, J. H. How to infuse actual scientific research practices into Science classroom instruction. International Journal of Science & Education. v. 17, p. 683-94, 1995.
ERTEN, S.; KIRAY, S. A.; SEN-GÜMÜS, B. Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics. Science and Technology. v. 1, n. 2, p. 122-37, 2013.
FARBER, P. Teaching evolution and the nature of science. The American Biology Teacher. v. 65, p. 347-54, 2003.
FLOWER, M. Conceiving Science education as a practice of technoscientific practice. In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis, MN: University of Minnesota Office of Continuing Education, 1995. p. 389-409.
GREEN, M. E. Storytelling in teaching. Observer. v. 17, n. 4, 2004.
GROS, P. P. Carleton Gadjusek & kuru. Minneapolis, MN: SHiPS Resource Center, 2011. Available at: <http://www1.umn.tc.edu/ships/modules/biol/gajdusek.htm>.
HADZIGEORGIOU, Y.; KLASSEN, S.; FROESE-KLASSEN, C. Encouraging a “romantic understanding” of science: The effect of the Nikola Tesla story. Science & Education. v. 21, n. 8, p. 1111-38, 2012.
HAGEN, J.; ALLCHIN, D.; SINGER, F. Doing Biology. Glenview, IL: Harper-Collins, 1996. Available at: <http://doingbiology.net>.
HEILBRON, J. L. History in science education, with cautionary tales about the agreement of measurement and theory. Science & Education. v. 11, p. 321-31, 2002.
HENKE, A., HÖTTECKE, D. Learning about the nature of science: comparing inquiry-based with history-based science teaching − an experimental study [poster presentation]. Presented at the 2013 International History, Philosophy & Science Teaching Group, Pittsburgh, PA, 2013.
HENKE, A., HÖTTECKE, D. Physics teachers’ perceived demands regarding history and philosophy in teaching. Science & Education. v. 24, p. 349-85, 2015.
HERREID, C. F. The interrupted case method. Journal of College Science Teaching. v. 35, n. 2, p. 4-5, 2005.
______. Start with a story: the case study method for teaching college science. Arlington, VA: NSTA Press, 2007.
HERREID, C. F. et al. In case you are interested: A survey of case study teachers. Journal of College Science Teaching. v. 40, n. 4, p. 76-80, 2011.
______. My favorite case and what makes it so. Journal of College Science Teaching. v. 42, p. 70-75, 2012.
HIPST [History and Philosophy in Science Teaching Consortium]. Theoretical basis of the HIPST Project, 2018. Available at: <http://hipst.eled.auth.gr/hipst_htm/theory_complete.htm>.
HONG, H. Y.; LIN-SIEGLER, X. How learning about scientists’ struggles influences students’ interest and learning in Physics. Journal of Educational Psychology. v. 104, p. 469-84, 2012.
HÖTTECKE, D., SILVA, C. C. Why implementing history and philosophy in school Science education is a challenge: An analysis of obstacles. Science & Education. v. 20, p. 293-316, 2011.
HOWE, E. M. Addressing nature-of-science core tenets with the history of science: An example with sicklecell anemia. The American Biology Teacher. v. 69, p. 467-72, 2007.
______. Teaching with the history of science: understanding sickle-cell anemia and the nature of science, 2010. Available at: <http://www1.assumption.edu/users/emhowe/Sickle Case/start.htm>.
HOWE, E. M.; RUDGE, D. W. Recapitulating the history of sickle-cell anemia research: improving students’ NOS views explicitly and reflectively. Science & Education. v. 14, p. 423-41, 2005.
HSU, J. The secrets of storytelling: why we love a good yarn. Scientific American, 2008. Available at: <http://pragmasynesi.wordpress.com/2008/09/24/the-secrets-of-orytelling-why-we-love-a-goodyarn/>.
KHISHFE, R. Nature of science and decision-making. International Journal of Science Education. v. 34, n. 1, p. 67-100, 2012.
KLASSEN, S. The construction and analysis of a science story: a proposed methodology. Science & Education. v. 18, p. 401-423, 2009.
KLASSEN, S.; FROESE-KLASSEN, C. Raising interest in interest: a critical component in learning Science through stories and informal learning environments.
In: HEERING. P.; KLASSEN, S.; METZ, D. (eds.). Flensburg studies on the history and philosophy of science in Science education. v. 2. Flensburg: Flensburg University Press, 2013.
______. Science teaching with historically based stories: theoretical and practical perspectives. In:
MATTHEWS, M. R. (ed.). International handbook of research in history and philosophy Science and Mathematics education. Dordrecht: Springer, 2014. p. 1503-1529.
KLOPFER, L. E. History of science cases [9 vols.]. Chicago, IL: Science Research Associates, 1964.
______. The teaching of Science and the history of science. Journal of Research in Science Teaching. v. 6, p. 87-95, 1969.
KOHN, A. Fortune or failure: missed opportunities and chance discoveries. Oxford: Basil Blackwell, 1969.
KUBLI, F. Can the theory of narratives help science teachers be better storytellers? Science & Education; 2001, 10:595–99.
KUHN, TS. Second thoughts on paradigms. In: The essential tension. Chicago: University of Chicago Press, 1977. p. 293-319.
KURDZIEL, J. P.; LIBARKIN, J. C. Research methodologies in Science education: students’ ideas about the nature of science. Journal of Geoscience Education. v. 50, n. 3, p. 322-29, 2002.
LATOUR, B. Science in action. Cambridge, MA: Harvard University Press, 1987.
LEAF, J. Charles Keeling & measuring atmospheric carbon dioxide. Minneapolis, MN: SHiPS Resource Center, 2012. Available at: <http://ships.umn.edu/modules/earth/keeling.htm>.
LIVIO, M. Brilliant blunders: from Darwin to Einstein. New York, NY: Simon & Schuster, 2013.
MCMILLAN, B. The snowflake men. In: P. Heering, M. Markert, & H. Weber (Eds.), Experimentelle Wissenschaftsgeschichte didaktisch nutzbar machen: Ideen, Überlegungen und Fallstudien, p. 45-65. Flensburg: Flensburg University Press; 2012.
METZ, D. et al. Building a foundation for the use of historical narratives. Science & Education. v. 16, p. 313-34, 2007.
MIX, M. C., FARBER, P., KING, K. I. Biology: the network of life. 2.ed. Glenview, IL: HarperCollins, 1996.
MONK, M.; OSBORNE, J. Placing the history and philosophy of science on the curriculum: a model for the development of pedagogy. Science & Education. v. 81, p. 405-24, 1997. Norris, S. P. et al A theoretical framework for narrative explanation in science. Science & Education. v. 89, n. 4, p. 535-63, 2005.
PETERS, E. E.; KITSANTAS, A. Self-regulation of studen epistemic thinking in science: The role of metacognitive prompts. Educational Psychologist. v. 30, n. 1, p. 27-52, 2010.
REID-SMITH, J. A. Historical short stories as Nature of Science instruction in secondary science classrooms: Science teachers’ implementation and students’ reactions. Graduate Theses and Dissertations. Paper 13633. Ames, IA: Iowa State University, 2013.
RICHARDS, R. J. The structure of narrative explanation in history and biology. In: NITECKI, M. H.; NITECKI, D. V. (eds.). History and Evolution. Binghamton, NY: State University of New York Press, 1992. p. 19-54.
ROACH, L. E.; WANDERSEE, J. H. Short story science: using historical vignettes as a teaching tool. The Science Teacher. v. 60, n. 6, p. 18-21, 1993.
______. Putting people back into science: Using historical vignettes. School Science and Mathematics v. 95, p. 365-70, 1995.
ROBERTS, R. Serendipity: accidental discoveries in science. New York: Wiley, 1989.
RUDGE, D. W.; HOWE, E. M. An explicit and reflective approach to the use of history to promote understanding of the nature of science. Science & Education. v. 18, p. 561-80, 2009.
RUSSELL, T. L. What history of science, how much, and why? Science & Education. v. 65, p. 51-64, 1981.
SCHARMANN, L. C. et al. Explicit reflective Nature of Science instruction: evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education. v. 16, p. 27-41, 2005.
SEKER, H.; WELSH, L. The differentiation of contexts provided by history of science. In: METZ, D. (ed.). Proceedings of the 7th International History, Philosophy of Science and Science Teaching Conference (CD-ROM). Winnipeg: University of Winnipeg; 2003.
______. The comparison of explicit and implicit ways of using history of science for students understanding of the nature of science. Paper presented at Eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds, England, 2005.
STINNER, A. Contextual settings, science stories, and large context problems: toward a more humanistic science education. Science & Education. v. 79, n. 5, p. 555-81, 1995.
STINNER, A. et al. The renewal of case studies in Science education. Science & Education. v. 12, n. 7, p. 617-43, 2003.
SWANSON, R. P. Science education recapitulates science history: how can history guide modern science curriculum? In: FINLEY, F. et al. (eds.). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis: University of Minnesota Office of Continuing Education, 1995. p. 1192-94.
VELLEMAN, J. D. Narrative explanation. The Philosophical Review. v. 112, p. 1-25, 2003.
WANDERSEE, J. H. On the value and use of the history of science in teaching today’s Science: Constructing historical vignettes. In: HERGET, D. E. (ed.). More history and philosophy of science in Science teaching. Tallahassee, FL: Florida State University, 1990. p. 278-283.
WHITE, H. The content of the form: narrative discourse and historical representation. Baltimore, MD: Johns Hopkins University Press, 1987.
YACOUBIAN, H. A.; BOUJAOUDE, S. The effect of reflective discussions following inquiry-based laboratory activities on students’ views of nature of science.
Journal of Research in Science Teaching. v. 47, n. 10, p. 1229-52, 2010.
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