English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this research work we characterize the epistemological views about science of students in whose science classes historical aspects are incorporated from a biographical perspective, assuming that they provide a school experience with the potential to transform the positivist visions that persist in the school system. The qualitative analysis of the data from four case studies, obtained through questionnaires and discussion groups, shows that participating students clearly identify scientific knowledge as a set of representations of scientists about the natural world, mediated by theory and tentative. However, they are not able to clearly establish the role of social negotiation or the cultural impact on the development of science. This demonstrates the need to move towards the visibility of the controversial, culturally diverse and socially located features of science in the school scientific biographies, so that this teaching strategy has greater potential to contribute to the students' understanding of the Nature of Science.

Visiones de estudiantes de secundaria sobre Naturaleza de la Ciencia en ambientes de discusión, cuando se incorporan biografías a la clase de ciencias