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- História da Ciência nos Manuais de Ciências Naturais do 2º Ciclo do Ensino Básico e Física e Química do 3º Ciclo do Ensino BásicoPublication . Maurício, Paulo; Baptista, Mónica; Valente, Bianor; Chagas, Isabel; Faria, Cláudia; Amador, Filomena; Bolacha, Edite; Lopes Coelho, RicardoDesde há vários anos, a investigação em didática da ciência faz uso...
- A teaching-learning sequence of colour informed by history and philosophy of sciencePublication . Maurício, Paulo; Valente, Bianor; Chagas, IsabelIn this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students’ knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.
- A didactic sequence of elementary geometric optics Informed by history and philosophy of sciencePublication . Maurício, Paulo; Valente, Bianor; Chagas, IsabelThe concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.
- Natureza da ciência na formação inicial de professores e a prática orientada para a promoção da literacia científicaPublication . Faria, Cláudia; Chagas, Isabel; Valente, Bianor; Almeida, AntónioÉ hoje incontornável a ideia da importância e necessidade urgente de inclusão de aspetos relacionados com a natureza da ciência nos currículos dos ensinos básico e secundário, por ser uma componente crucial da literacia científica, um facilitador da compreensão e aprofundamento de conteúdos de ciências e um fator para a motivação e o interesse dos alunos, especialmente por induzir a compreensão em detrimento da memorização (ver Leden, Hansson, Redfors e Ideland, 2013, para uma revisão). A questão que se levanta é no entanto, se estarão os professores preparados para pôr em prática esse desafio?
- A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of SciencePublication . Maurício, Paulo; Valente, Bianor; Chagas, IsabelThe concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.