GHCEN
Research Group in History of Science and Science Teaching
Speakers
Ana C. Couló
Universidad de Buenos Aires
I am Assistant professor in the Philosophy Department of Universidad de Buenos Aires, Argentina. Since the Professor position is vacant, I serve as co-head of the teaching team of Didactics of Philosophy (i.e. Philosophy Teaching) and the Practicum for Philosophy teachers. I also teach History and Philosophy of Science to pre-service Biology teachers. I got my degree at Facultad de Filosofía y Letras – UBA, and currently co-direct a UBACYT (Argentina) research program called “Programa para el mejoramiento de la enseñanza de la Filosofía”, and I am a member of a PAPIIT (México) research program called Obstáculos epistemológicos en la enseñanza de la filosofía y de la ciencia”. My main research interests lie at the relationships between Didactics of Philosophy (i.e. Philosophy Teaching) and Didactics of Science (i.e. Science Teaching) especially with regard to the teaching of Epistemology and Philosophy of Science to pre-service and in-service philosophy and science teachers. I have co-edited several books on Philosophy teaching, and I have published papers in Spanish and English. I am part of several philosophical societies (AFRA, AFHIC, SADAF), and I am currently serving as part of the Nominating Committee of the International History, Philosophy and Science Teaching Group (IHPST).
Teacher and researcher of Graduate Program of Science, Technology and Education of CEFET/RJ and coordinator of NIEHCC (Research group on Science Teaching, History of Science and Culture)
Andreia Guerra
CEFET/RJ
Agustín Adúriz-Bravo
Universidad de Buenos Aires
I was born in Buenos Aires, Argentina. I hold a degree in physics teaching from the Universidad de Buenos Aires (Argentina) and a Ph.D. in didactics of science from the Universitat Autònoma de Barcelona (Spain). I am currently teacher and researcher of the Institute "CeFIEC" at the Universidad de Buenos Aires. My main area of research and innovation is the teaching of the philosophy of science to pre- and in-service science teaching.
Breno Arsioli Moura obtained his degree in Physics (State University of Campinas) in 2005. As an undergraduate, he received a scholarship to study the Book II of Newton's Opticks. Since then, his interest on history of science only grew. In his Master dissertation, presented in 2008 and also granted with a scholarship, he analyzed the reception of Newtonian optics throughout the eighteenth-century and which aspects of nature of science (NOS) could be discussed from this episode. For his PhD, he studied the critical pedagogy of Paulo Freire and Henry Giroux and developed a proposal to introduce HPS in teacher training courses. At this time, he has became assistant professor of a federal university, located in the countryside of Brazil. By 2012, he concluded his PhD and moved to the metropolitan area of Sao Paulo, where he is now assistant professor of history of science and physics teaching at the Federal University of ABC (UFABC), one of the youngest Brazilian universities. Since then, he has published papers on the history of eighteenth-century optics, history of science and its relation with science teaching. He is also a permanent advisor of the graduate program in Teaching and History of Sciences and Mathematics.
Breno Arsioli Moura
Federal University of ABC (UFABC)
Cibelle Celestino Silva
University of Sao Paulo
​Cibelle Celestino Silva is a Professor at the Institute of Physics of São Carlos, University of São Paulo, Brazil. She earned her M.Sc. and Ph.D degrees on history of physics at the State University of Campinas. She was Dibner Library Resident Scholar at Smithsonian Institution in Washington, DC (2004-2005), and Visting Research Fellow at The Bakken Museum, Minneapolis (2014). Her main research interests are history of physics and science education. She is the head of the Group of History, Theory and Science Teaching (GHTC), University of São Paulo. She is currently a member of the governing body of the South Cone Association for Philosophy and History of Science (AFHIC), member of the editorial board of the journal Science and Education and director of the Astronomical Observatory Dietrich Schiel of University of Sao Paulo.
Douglas Allchin
University os Minnesota
Douglas Allchin taught high school biology for several years before returning to the University of Chicago, where he received an MS in Evolutionary Biology and a PhD in the Conceptual Foundations of Science, both in 1991. His research now focuses on errors in science — why they occur and how they are remedied. His publications include Teaching the Nature of Science: Perspectives and Resources (2012); and Sacred Bovines: The Ironies of Misplaced Assumptions in Biology, (2017). He has also co-edited An Introduction to the History of Science in Non-Western Traditions.
Elizabeth Cavicchi
Massachusetts Institute of Technology
Elizabeth Cavicchi encourages students to be explorers, facing the unknown, observing, questioning, and collaboratively evolving their own experiments and ideas in seminars that she teaches at MIT’s Edgerton Center. As exploring uncovers uncertainties, her students and herself come into dialogue with each other and historical investigators. In learning through experience, Dr. Cavicchi’s teaching and research extends critical exploration in the classroom. This research pedagogy, developed by her Harvard doctoral adviser Eleanor Duckworth, has roots in Jean Piaget’s works and science education projects of her MIT adviser Philip Morrison. A visual artist and tandem bicyclist, Dr. Cavicchi has written and presented internationally, including narratives from her teaching and on her re-creations of nineteenth century electromagnetic experiments. Her publications include Interchange (2018, 2014, 2011, 2008), Science & Education (2017, 2008), New Educator (2009), British Journal for the History of Science (2008), Perspectives on Science (2006), and chapters in: Cross-Rudkin, Early Main Line Railways(2016), Silva & Prestes, Aprendendo ciência e sobra sua natureza (2013), Monroy-Nasr, Alvarez & Leon, Enseñanza de la Ciencia (2012), Staubermann’s Reconstructions (2011) and Heering, Hochadel & Rhees, Playing with Fire (2009)
Dr. José Otavio Baldinato is a Brazilian chemist and historian of science graduated at the University of São Paulo. He works with pre-service teachers training at the Federal Institute of Education, Science and Technology of São Paulo. There he also leads the activities of Faraday’s research group on history of science, supervising undergraduate and graduate research students in the fields of history of science and science teaching. Most of his research interests focus on early nineteenth century initiatives for the popularization of chemistry.
Jose Otavio Baldinato
IFSP - Federal Institute of Education, Science and Technology of São Paulo
Assistant Professor of the Department of Genetics and Evolutionary Biology, Institute of Biosciences, University of São Paulo. Historian of biology, specialized in the eighteenth century, also interested in the use of episodes of the history of science in the teaching of science and biology. Author of the book "A Investigação da Natureza no Brasil Colônia" e "Teoria Celular: de Hooke a Schwann" e co-editora de "Aprendendo ciência e sobre sua natureza: abordagens históricas e filosóficas".
Maria Elice Brzezinski Prestes
Universidade de São Paulo
Peter Heering is professor of physics and physics didactics at the Europa-Universität Flensburg. His main interest of research lies in the use of the history of science in science education, the analysis of historical experiments with the replication method, and the history of physics education
Peter Heering
Europa-Universität Flensburg
Roberto de Andrade Martins
Universidade Federal de São Paulo
Roberto de Andrade Martins is a Brazilian physicist, with a PhD in Philosophy of Science. His main field of research is history of physics. He was president of the Brazilian Society for History of Science and of the South Cone Association for Philosophy and History of Science. He was a professor at the State University of Campinas (Unicamp) until his retirement in 2010. Nowadays he is a collaborator of two institutions: the Federal University of São Paulo (UNIFESP) and the Municipal Foundation for Higher Education of Bragança Paulista (FESB)
School Museum of the Marist Archdiocesan College of Sao Paulo: The planning and organizing of the inventory of scientific materials: A partial report
By Katya Braghini
Pontifícia Universidade Católica de São Paulo
Professora e pesquisadora da PEPG em Educação: história, Política, Sociedade (EHPS) da Pontifícia Universidade Católica de São Paulo. Doutora e Mestre em Educação pela mesma Universidade. Colaboradora do Deutsche Hygiene Museum - Dresden. Associada à Sociedad Española para el Estudio del Patrimonio Histórico-Educativo (SEPHE). Investigadora asociado ao Programa de "Investigación Escolarización. Perspectivas históricas, pedagógicas y políticas de la educación". (Universidad de La Plata). Membro do Núcleo de Pesquisas sobre a Educação dos Sentidos e das Sensibilidades (NUPES/FAE/GEPHE) da Universidade Federal de Minas Gerais.
Pierre Boulos is a faculty member in the Argumentation Studies PhD Programme and Teaching and Learning Specialist in the Centre for Teaching and Learning at the University of Windsor. Currently he is the President of the International History, Philosophy, and Science Teaching Group. He is also a Research Fellow in the Centre for Research in Reasoning, Argumentation and Rhetoric. Pierre Boulos' academic training is in Math and Philosophy of Science. His current areas of research are in history and philosophy of physics (Newton), and the scholarship of teaching and learning and research ethics.
Newton is right, Newton is wrong. No, Newton is right after all. The Paris Academy in the mid-eighteenth century
By Pierre Boulos
University of Windsor
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