The use of the nature of science and the inquiry in science teaching in non-formal education spaces
Vol. 10 No. 2 (2014), Artigo Original
Vol. 10 No. 2 (2014)

The use of the nature of science and the inquiry in science teaching in non-formal education spaces

Artigo Original
https://doi.org/10.47692/cadhistcienc.2014.v10.33914
Published 2014-12-31
Adriano Dias de Oliveira
Supervisor de educação em museus do Instituto Butantan – Museu de Microbiologia; Mestre em Ensino de Ciências e pós- -graduando (doutorado).
Claudia Akemi Saito
Educadora do Museu de Microbiologia do Instituto Butantan, graduada em ciências biológicas.
Ianna Gara Cirilo
Educadora do Museu de Microbiologia do Instituto Butantan, graduada em ciências biológicas.
Poliana Friolani
Educadora do Museu de Microbiologia do Instituto Butantan, graduada e pós- -graduanda em ciências biológicas (mestrado).
PDF (Português (Brasil))

Keywords

Nature of Science (NOS)
scientific research teaching
Chagas’ disease
non-formal education

How to Cite

Oliveira, A. D. de, Saito, C. A., Cirilo, I. G., & Friolani, P. (2014). The use of the nature of science and the inquiry in science teaching in non-formal education spaces. Cadernos De História Da Ciência, 10(2), 13–31. https://doi.org/10.47692/cadhistcienc.2014.v10.33914
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Abstract

Many authors legitimize the scientific research teaching because of its potential to promote the construction of scientific knowledge by the student. A scientific research process involves factors and skills like making observations, proposing hypotheses, the use of tools for collecting, analyzing and interpreting data, proposing answers, explanations and reporting results. Allchin (2013) has studied a way to articulate the scientific research, teaching and nature of science and his studies focus on how teachers must develop skills to teach nature of science (NOS). In this work, we discuss about the specificities of scientific research activity made in the NOS perspective at the Museum of Microbiology of Instituto Butantan. The way these elements are organized shows what the limits and usage potentials these methodologies in non-formal teaching spaces are.

https://doi.org/10.47692/cadhistcienc.2014.v10.33914
PDF (Português (Brasil))

References

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