Science Education Research in Latin America

Erscheinungsjahr 2020
ISBN: 978-90-04-40855-5
Verlag: Brill

Buch, Englisch, Band 22/7, 572 Seiten, Format (B × H): 155 mm x 239 mm, Gewicht: 1021 g

Reihe: Cultural and Historical Perspectives on Science Education / Cultural and Historical Perspectives on Science Education: Handbooks

This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.

Autoren/Hrsg.

Weitere Mitwirkende

El-Hani, Charbel N.

Pietrocola, Maurício

Mortimer, Eduardo F

Otero, Maria Rita

Fachgebiete

• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Naturwissenschaften, Technik, Medizin
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Preface

Notes on Contributors

Part 1: An Introduction to Science Education Research in South and Latin America

1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art

Maria José P. M. de Almeid and Roberto Nardi

2 Science Education Research Methods in Latin America over the Last Decade

Ileana María Greca and Flávia Maria Teixeira dos Santos

3 Science and Technology in Contemporary Science Education in Brazil

José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo

4 Science Education Research in South America: Social Cohesion and Cultural Diversity

Adela Molina Andrade

Part 2: Teaching and Learning Science

5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics

Maria Rita Otero and Maria de los Angeles Fanaro

6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations

Maria de los Angeles Fanaro and María Rita Otero

Part 3: Teaching Science and Teacher Education

7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil

Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron

8 Labwork and Science Teacher Education: An Experience in a Latin American Country

María Maite Andrés

9 Research on Colombian Science Teachers’ Education: A Review

Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán

Part 4: Discourse Analysis and Argumentation in Science Education

10 Student Participation in Science Classroom Discourse: Research in Latin America

Antonia Candela

11 Turning Points in Communicative Approaches to Science Classroom Discourse

Eduardo Fleury Mortimer and Phil Scott

12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation

Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani

13 Argumentation from Toulmin’s Perspective in Teaching Science

Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina

14 Science Textbooks: A Discursive Perspective

Isabel Martins

Part 5: The History, Philosophy, and Sociology of Science in Science Teaching

15 The History, Philosophy, and Sociology of Science in Science Teaching

André Ferrer P. Martins

16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments

Maurício Pietrocola, Elio Ricardo and Thaís Forato

17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation

Agustín Adúriz-Bravo

18 The History of Science and Science Education: Tools for Practice and Research in Schools

Nelio Bizzo

19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research

Mario Quintanilla Gatica

20 Contributions to Physics Education from the History and Philosophy of Science

Irene Arriassecq and Verónica Guridi

Part 6: Science Education in Non-Formal Settings

21 Non-Formal Education in South America: A Preliminary View

Julian Betancourt Mellizo

22 Science Education Research in Science and Technology Museums in Brazil

Martha Marandino and Guaracira Gouvêa

23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education

César Carrillo Trueba

Index

Über Autor(innen)

Charbel N. El-Hani, Ph.D. (2000), Universidade de São Paulo, is Professor of History and Philosophy of Science at Universidade Federal da Bahia and Researcher at CNPq, Brazil. He coordinates the National Institute of Science and Technology in Interdisciplinary and Transdisciplinary Studies in Ecology and Evolution (INCT IN-TREE). His research interests are in science education research, history, philosophy and science teaching, philosophy of biology, ecology and conservation.

Mauricio Pietrocola, Ph.D. (1992), University of Paris VII, began his teaching career as a high school physics teacher (1984-1988). In 2013 he was a distinguished visiting fellow in ARC and Urban Education Program, Graduate Center at the City University of York. Since 2002 he is a full professor of the Faculty of Education, at the University of São Paulo where he develops research on development of innovative strategies in science education and teachers training.

Eduardo F Mortimer, Ph.D. (1994), Universidade de São Paulo, is Professor of Science Education at the Universidade Federal de Minas Gerais and Researcher at CNPq, Brazil. His publications include Meaning Making in Secondary Science Classroom (Open University Press, 2003), with Phil Scott, and Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts (Springer, 2014), with Charbel N. El-Hani.

Maria Rita Otero, Ph.D. (2003), University of Burgos, Spain, is Professor at UNICEN and Principal Research Scientist of the CONICET (National Scientific and Technical Research Council) Argentina. She has experience in Science (physics and mathematics) education, learning theories, science teacher education; educational research.