Open AccessThe use of history of science on physics teaching as a social representation from pre-service teachers
Author(s) -
Ernani Vassoler Rodrigues,
Alex Fernando Borges,
Maurício Pietrocola
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1287/1/012044
Subject(s) - contextualization , representation (politics) , science education , process (computing) , mathematics education , credential , social studies , social representation , curriculum , point (geometry) , sociology , pedagogy , psychology , computer science , social science , mathematics , political science , computer security , geometry , politics , law , interpretation (philosophy) , programming language , operating system
In this work we used the Social Representation theory and one of its methods for investigating social representations of a group of undergrad physics students (N = 77), taking teaching credential, regarding the usage of History of Science as teaching strategy. Our empirical data showed a social representation with a nucleus consisting of elements from History of Science more as a contextualization tool and pragmatics science products than as a human process. The lack of a representation of science as process point out the need of rethinking the undergrad curriculum in order to expand students views on the nature of science.