rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teaching Science with Context
    sub title: Historical, Philosophical, and Sociological Approaches
  name:
    name part: Prestes, Maria Elice de Brzezinski.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Silva, Cibelle Celestino.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2018
    edition: 1st ed. 2018.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXI, 439 p. 63 illus. online resource.
  abstract: This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches. The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum. This book provides a remarkable collection of studies in HPSS and science education. This collection also serves as an impressive demonstration of the scholarly richness in the Ibero-American communities and is certainly useful both for researchers as well as for educators. Prof. Dr. Peter Heering, Europa Universität Flensburg, Germany A comprehensive and illuminating collection of 26 Latin-American HPS&ST research papers. Contributors manifest a solid knowledge of history, philosophy, and sociology of science, and of international research linking these fields to theoretical, curricular, and pedagogical issues in science teaching and in teacher education. Professor Michael R. Matthews, University of New South, Sydney, Australia The worldwide interest in the uses of history, philosophy, and sociology of science to foster science education is also present in Latin and Iberian countries. This book presents the state of the art of this interest. These theoretical and empirical studies deal with the complexities of these issues. Olival Freire Jr., I…
  table of contents: Introduction -- RATIONALE -- 1. Critical and Transformative Education of Teachers: A Rationale for History and Philosophy of Science in Teacher Education, Breno Arsioli Moura, and Cibelle Celestino Silva -- NATURE OF SCIENCE -- 2. Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration, Nathália Helena Azevedo, and Daniela Lopes Scarpa -- 3. Consensus and Dissent Around the Concept of Nature of Science (NOS) in the Ibero-American Community of Didactics of Science, Rafael Yecid Amador Rodríguez, and Agustín Aduriz-Bravo -- 4. Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers' Thinking, María Teresa Guerra-Ramos, and José García-Horta -- 5. Theory, Evidence and Examples about Teaching the Nature of Science and Biology using the History of Science: a Chilean Experience, Hernan Cofré Mardones, Paola Núñez, David Santibáñez, José Pavez, and Claudia Vergara -- 6. Epistemological Conceptions of University Teachers and Students of Science, María Basilisa García, Silvia Vilanova, and Sofía Sol Martín -- 7. Is the Electron Real? Who Discovered the Expanding Universe? Debating non Consensus Topics of Nature of Science in Science Classrooms, André Noronha, Alexandre Bagdonas, and Ivan Gurgel -- 8. Undergraduate Psychology Students' Conceptions on Scientific Knowledge, and Psychology-specific Epistemological Beliefs, Zuraya Monroy-Nasr, Rigoberto León-Sánchez, Kirareset Barrera García, and Germán Alvarez-Díaz de León -- 9. The "Science" as Portrayed in Documents of the Biological Evolution versus Intelligent Design Debate, Sílvia Regina Groto, and André Ferrer Pinto Martins -- 10. Multiple Narratives as Cognitive and Political Bridges to Understand the Nature of Scientific Knowledge, Alcira Rivarosa, and Carola Astudillo -- HISTORY OF SCIENCE -- 11. Abraham Trembley (1710-1784) and the Creature that Defies Classification: Nature of Science and In…
  note: edited by Maria Elice de Brzezinski Prestes, Cibelle Celestino Silva.
  subject:
    topic: Science education
  subject:
    topic: Teaching
  subject:
    topic: Education-Philosophy
  subject:
    topic: International education
  subject:
    topic: Comparative education
  subject:
    topic: Learning
  subject:
    topic: Instruction
  subject:
    topic: Science Education
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Educational Philosophy
  subject:
    topic: International and Comparative Education
  subject:
    topic: Learning & Instruction
  classification: LC8-6691
  classification: 507.1
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Science: Philosophy, History and Education
  identifier: 9783319740362
  identifier: https://doi.org/10.1007/978-3-319-74036-2
  record info:
    record creation date: 180725
    record change date: 20191023172641.0
    record identifier: 978-3-319-74036-2