Conferences

Assessing Biology teacher-students’ writing of a historical vignette: using a co-developed rubric

By Ana C. Couló

Universidad de Buenos Aires

video and presentation

Pre-service Biology teachers at Instituto J.V. González (Buenos Aires) take a compulsory yearlong Workshop on History and Philosophy of Science. Students are expected to read, reflect and debate on several historiographic and philosophical questions related to natural science and especially to life sciences (Matthews 2015, Kampourakis 2013). Workshop activities require them to work on successive drafts of a historical short story or vignette about a relevant episode in Biology or Medicine history informed by a well-founded epistemological perspective (Navarro & Chion, in Blumner & Childers, 2016; Adúriz-Bravo & Izquierdo-Aymerich 2009). Workshop assessment implies presenting both a written complete version of the vignette and a poster that displays the historiographical and epistemological decisions that went into writing it. Students are free to choose historical episodes, though they are encouraged to select locally or regionally relevant ones. In this presentation we will discuss the theoretical framework that underlies the workshop plan, emphasizing on the design of a rubric that can help assessment both from teachers’ standpoint and from students‘ perspective (self and co-assessment), and we will outline the development of the rubric during the 2017 course. Perceived demands from assessment tasks tend to modify ways of teaching and learning both from teacher and students (Tang 1991; Perrenoud 1988). Rubrics, by describing desirable qualities and usual problems with students’ work, can be a helpful tool, provided they (and their users) are flexible enough to recognize and include possible unexpected approaches (Goodrich Andrade 2005). Co-creating rubrics between colleagues, and with students, offer opportunities for metacognitive discussion on aims, concepts, skills, and values involved in teaching, learning, and writing in science classes.

The science teaching in a historical-philosophical-sociological approach is a matter discussed by many scholars during last decades. In this paper, we intend to contribute for this discussion from the historiographical approach the cultural history of science and how this approach could improve in science classes discussions about science from scientific practices, highlighting the local cultural context of the school that the work was developed. To achieve this aim, we will discuss some results of research developed during the last two years in our research group.

History of Science and culture: discussing local questions in science teaching

By Andreia Guerra

CEFET/RJ

video and presentation

Introducing the 'modes of enquiry' from the history of science in science education

By Agustín Adúriz-Bravo

Universidad de Buenos Aires

video and presentation

I examine Ian Hacking’s proposal of what he calls ‘modes of enquiry’ in the history of science, and I discuss the value of introducing such modes in science education. I review the different ‘ways of thinking’ that scientists have put into action along the centuries during the discovery and justification of ideas, emphasising their educational value. I then try to identify the different modes of enquiry in ‘science stories’ (narratives for science education based on the history of science).

In this communication, I will discuss an ongoing pilot proposal called “Contextual Reading of Primary Sources”, introduced in a university classroom situation in 2017. My aim is to encourage a more effective use of primary texts of history of science in higher school education, including an approach to the nature of science (NOS). In this pilot application, I used a Portuguese translation of a letter written by Galileo Galilei (1564-1642) to Benedetto Castelli (1578-1643) in 1613, on the relation between natural philosophy and religion, published in a Brazilian collection of Galilean texts called “Ciência e Fé” [Science and Faith]. The proposal had three moments – problematization, full reading and contextual reading – and was applied among undergraduate students of the course “Birth and Development of Modern Science”. The problematization intended to promote an initial reflection on the subject of the primary source. In the full reading, the student individually read the material and questions were raised concerning its content, language, writing style and other aspects. Next, in the contextual reading, the text was divided into fifteen parts and each one was discussed in detail, with the aid of other texts and images, aiming to enhance the understanding of the complex interplay between science and religion and the role of the natural philosophers’ beliefs in their propositions. The preliminary results showed that students were more engaged in discussing their ideas with the teacher and their colleagues. A better NOS comprehension was also noted, as well as a growing affinity with historical contents of science. For most students, the proposal offered the first contact with primary sources of history of science. Overall, the pilot application suggested that it could be a productive way to use primary sources to discuss NOS, overcoming recurrent difficulties concerning the insertion of these materials in classroom situations, such as the presence of obsolete terms or its literary structure, when compared to modern texts. As this is an ongoing project, a complete account will be given at the conference.

Contextual reading of primary sources: a proposal for university classes of history of science

By Breno Arsioli Moura

Federal University of ABC (UFABC)

video and presentation

Challenges to the implementation of historical investigative approach in experimental guides

By Cibelle Celestino Silva

University of Sao Paulo

Along the last decade, researchers on physics education have proposed several new approaches to improve students’ learning and appreciation of physics. Among them, there are history of science and investigative approaches. The first one is characterized by problem-solving situations, and among its goals are to make students the protagonists of the learning process, seeking answers to proposed situations and being cognitively active during the activities. The second one can be articulated with inquiry learning to bring investigative situations to the classrooms based on historical episodes that can work as a substrate for reflection and argumentation. The combination of both approaches results in the historical investigative approach (HI). This paper discusses some limitations and challenges involved in the integration of the inquiry approach guided by historical episodes in redesigning and implementing guides of experimental kits of Experimentoteca of the Centre for Scientific and Cultural Dissemination of the University of São Paulo, Brazil (CDCC/USP). The development methodology is supported by Design Based Research, in which teachers that use the kits participate actively in the redesigning process.

Becoming curious science investigators through recreating with history and philosophy

By Elizabeth Cavicchi

Massachusetts Institute of Technology

video and presentation

The irrepressible curiosity of infants and scientists goads their investigations in unknown surroundings. Observing his infants from birth, twentieth century psychologist Jean Piaget chronicled their “discovery of new means through active experimentation” (Piaget 1952, 263). For example, Piaget’s infant son dropped toys repeatedly, watched trajectories, and began demonstrating predictions of free fall, with astounding parallels to Galileo’s historical investigation of motion. Curiosity as an opening to exploration plays a role in the historical and modern practice of science, including Galileo’s motion studies. Regarding curiosity as essential to science, philosopher John Dewey decried its suppression in schools. Noting that such suppression perpetuates closure in society, Dewey countered that those aspiring toward democracy will support learners in pursuing curiosity investigatively and collaboratively. In response to Dewey, my work allows curiosity to become a means of learning for the university students and their teacher whose experiences this paper presents. In a seminar I teach, where lab activities arise as students consider their own observations alongside readings and materials from historical science and philosophy. The clinical methodology of Piaget and Inhelder, adapted by Eleanor Duckworth in the research pedagogy of clinical exploration in the classroom, provides the neutral, safe conditions requisite for learners and teacher in embracing the uncertainties and spontaneities that are intrinsic to genuine investigation. As seminar participants develop curiosity, their experience recreates the investigative processes and insights of history and philosophy. These experiences bring learners and teacher together with historical companions in pursuing the science, education and work of our world.

In the turn of the nineteenth century, some British natural philosophers defended the systematic study on natural phenomena as means to raise our perception of God’s attributes, such as his infinite wisdom and kindness. Such idea was basic to the concept of natural theology, which suggested the acceptance of the order and beauty of creation as distinct evidences of the Creator’s existence. In this presentation we intend to highlight features of William Prout’s ideas on the topic by scrutinizing his 1834 work “Chemistry, Meteorology and the function of Digestion considered with reference to Natural Theology”.

Features of William Prout’s chemical theology

By Jose Otavio Baldinato

IFSP - Federal Institute of Education, Science and Technology of São Paulo

video and presentation

Magnetism and heat conduction in Seebeck’s work: the challenges of experimental science

By Ana Paula Bispo da Silva

UEPB- State University of Paraiba

video and presentation

It is assumed that historical case studies that include experiments, theory, and sociocultural contexts may value the historical approach to science classes. This work presents a historical case study which aims to address the lack of didactical materials to science education. The historical case study chosen was Thomas Seebeck’s work on thermomagnetic effect for including philosophical assumptions about theory-laden experiments. The replication of the historical experiment and the understanding of its context in the 19th century are part of a lesson plan for teacher training courses.

The history of science offers a promising alternative to enhance science and biology education. However, it faces different types of challenges in the context of teaching in Brazil, from the training of teachers to the availability of educational resources. In this presentation, we will discuss the approaches developed in the Laboratory of History of Biology and Education of the Institute of Biosciences of USP, focusing on solutions designed to overcome difficulties and the educational innovations achieved.

Different approaches to the use of history of biology in the classroom: challenges and perspectives

By Maria Elice Brzezinski Prestes

Universidade de São Paulo

video and presentation

There are several experiments from the history of science which are used in laboratory courses and where respective teaching set-ups are or have been marketed. In comparing the practice with these device, it becomes possible to develop categories which describe the intentions of the teaching devices - in this respect, the analysis enables a discussion of the understanding of the nature of science that is provided with these experiments. Using some examples, the potential of such an approach will be demonstrated.

From experiment to teaching demonstration

By Peter Heering

Europa-Universität Flensburg

It is said that on his deathbed Newton claimed that the one thing that made his head ache is the “lunar problem.” Newton’s successors inherited three major research projects: the shape of the earth, Halley’s Comet, and the perturbation of the lunar orbit, or the lunar problem. Of these the latter drew the attention of the foremost mathematicians and philosophers of the eighteenth century. Curiously it was through the meetings of learned societies, and consequently the publication in journals, that the debate over Newton’s theory was finally resolved. This paper charts this debate and illustrates its importance in understanding Newton’s scientific methodology. Specifically, in considering the effect of the sun on the moon in her orbit, Newton was able to account for only half of the observed lunar precession. The solution to this problem came in the late 1740s and early 1750s through the work of Clairaut, d'Alembert, and Euler. The zero precession left over after the effect of the sun on the lunar orbit had been correctly solved removed impediments to the acceptance of Newton's system.

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

video and presentation

A priori features of science: Lavoisier and Landolt and the conservation of mass in chemical reactions

By Roberto de Andrade Martins

Universidade Federal de São Paulo

video and presentation

In his book "Identité et réalité", Émile Meyerson argued for a philosophical a priori background in the case of all scientific conservation laws. This work discusses one of the specific cases he addressed, the conservation of mass in chemical reactions. It analyzes the attitudes of Antoine Laurent de Lavoisier and Hans Landolt regarding their own experiments concerning this law of conservation. This case study is relevant for the teaching of chemistry (and of science, in general), because it clearly shows the influence of philosophical principles on the development of science, thereby providing a nice example against the inductivist view of science.

I will introduce several historical inquiry case studies developed by students at the University of Sao Paulo, featuring noted scientists from Brazil: Carlos Chagas and "The Railroad Worker's Disease"; "Vital Brazil and Snake Venom"; and "Johanna Döbereiner & Associative Nitrogen-fixing Bacteria." Also developed are new cases on Theodius Dobzhansky and his renowned work on the genetics of fruit flies in Brazil , as well Brazilian astronomer Henry Morize who helped select the site for Arthur Eddington's famous observation of the 1919 eclipse in Sobral. I will comment on the strategy of using local and national pride in educational contexts.

Science from Brazil, for Brazil

Douglas Allchin
Univ. of Minnesota

GHCEN

Research Group in History of Science and Science Teaching

Conferences