From the conceptions of Science to the availability of educational products

a possibility to improve pedagogical practices in the Science Teaching

Abstract

The present study presents the results of a research that aimed to know the conceptions of Science of future teachers of the Basic Education and, then, reflect on how such conceptions can interfere in pedagogical practices developed in the Science Teaching. The data were collected with 81 students, completing the Undergraduate Courses in Biological Sciences and Chemistry and systematized with the use of the software Iramuteq (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires). The data analysis showed that the conceptions, in general, result from an elementary and superficial approach to the History of Science, in the teacher training courses, and that this situation may result, in our view, in negative implications to the approach of the contents in Science classes, since they become objects of study without being situated in the time and history and, therefore, they induce the subjects to think the Science as something distant from their time, their history and their lives. These findings led to the emergence of educational products, a video and a short-term online course, in order to disseminate the History of Science and, whenever possible, to support the approach of this theme in Science classrooms.