A ascensão e queda da teoria do calórico
The aim of this paper is to make a historical analysis of the appearance of the caloric theory, its explanatory power and its decline. Unlike many texts disclose, we will show that Joseph Black was not the first to investigate the heat as a substance and that the experiments of Benjamin Thompson (Count Rumford) were not crucial to the abandonment of this theory. The explanatory power of the caloric will be shown by analysis of extracts from the book of dissemination of Science authored by Janet Marcet. We believe that the knowledge of these facts will help to better understand the origin of many terms that we use in the study of the calorimetry, besides alerting teachers and students of the historical claims errors found in textbooks.
Implicações didáticas de história da ciência no ensino de Física: uma revisão de literatura através da análise textual discursiva + *
This work presents a literature review of the educational implications of the history of science in the teaching of Physics in the period 2010 to 2014. The technique used to analyze the data was the discursive textual analysis with the categories defined a priori. These categories include different teaching strategies for the teaching of history of science in Physics classes such as the use of primary or original sources, historical case studies, science through drama activities, historical experiments, biographies and /or autobiographies of scientists and the content analysis of the history of science present in textbooks. The result showed that 36 articles of 1659 available in journals use these teaching strategies. The results of the interpretative step consisted in the production of six metatexts in which two learning objectives were identified: the first one is related to physical concepts and the second one in aspects related to understanding the Nature of Science. The evaluation tools used by the authors to assess the students’ knowledge were identified in our corpus too.
A Conceptual Change Approach to Learning Science
Summaries English Learning science is complex‐‐a student has at different times to acquire new information, reorganize existing knowledge and even discard cherished ideas. In addressing this issue, the analogy between individual learning and conceptual change in scientific disciplines has been fruitful in providing aspects of a suitableframework for analysing science learning. In this paper a model of learning as conceptual change is developed. It investigates the conditions under which an individual holding a set of conceptions of natural phenomena, when confronted by new experiences will either keep his or her conceptions substantially unaltered in the process of incorporating these experiences, or have to replace them because of their inadequacy. The model illuminates the importance of addressing an individual's existing conceptions. It also pinpoints the importance of an individual's metaphysical commitments in influencing scientific learning.