Matheus Henrique Thomas Becker, Leonardo Albuquerque Heidemann, Nathan Willig Lima
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引用次数: 0
Abstract
The focus on history of science (HOS) in physics education has been advocated for a long time. However, what are the actual implications of proposals with this focus and the recent advancements in this research field? What are the possible connections between HOS and emergent topics, such as decoloniality, social justice, and post-truth? With those inquiries in mind, a systematic review of empirical research on the use of HOS in physics classes was conducted for the period from 2012 to 2022. The goal was to investigate recent researches objectives in this area, their recurring research methods, the conceptions of nature of science (NOS) employed, the underlying theoretical frameworks of instructional approaches, the main methodologies used in implementations, and the key findings of these studies. The same selection and exclusion criteria as Teixeira et al. (Science & Education21:771–796, 2012) were applied, resulting in a raw sample of 1296 articles and a final sample of 32 articles for the review. A reinterpretation of the categorization by Seroglou and Koumaras (2001) was also conducted to assess the research objectives and outcomes. It is concluded that research on the use of HOS in physics classes remains primarily theoretical, with limited studies on concrete implementations. Qualitative methods dominate empirical research in this context. We did not find articles empirically evaluating the use of HOS in physics classes related to emergent topics in Science Education, although there are arguments in the literature supporting the use of HOS, specifically focusing on historical episodes about silenced or omitted individuals and cultures in history, as an alternative to problematize a ‘white Eurocentric science’. Regarding teaching and learning, the following conclusions can be drawn: (1) there is consensus that HOS fosters students’ interest and the development of NOS-related knowledge; (2) there is a research gap regarding the connection between HOS and procedural knowledge; and (3) HOS promotes conceptual learning, although the specific elements that facilitate this learning are not investigated in the studies.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]