Adriana E. Ortolani

A disciplina de História da Ciência e da Técnica: contribuições para o ensino e a formação de Professores de Química

ABSTRACT (The History of Science and Technology discipline: contributions to chemistry teachers’ education and training)This study aims to examine how structured the discipline of History of Science and Technology in the faculty of Chemistry, Faculty of Engineering – fiq of the Universidad Nacional del Litoral – Santa Fe, Argentina, and how the teacher of the subject has adequate knowledge of History and Philosophy of Science for the teaching of this subject. It is emphasized that the course does not offer a discipline that studies the “History and Philosophy of Chemistry”. The study presents a qualitative research approach in the framework, among those cited, referencing different authors Argentines and Brazil -ians. The data were collected from teachers using a semi-structured interview, course documenta-tion and analytical program. The results obtained so far show the need to rethink the discipline by assigning a greater emphasis on science epistemological knowledge. The inclusion of aspects of His -tory and Philosophy of Science can be considered as a key integrator to understand the specific con-tents of the subject to be taught and is one of the possible ways to improve the understanding of the nature of science. This study can help in discussions and curricular experiences of other universities including the discipline of History of Science and / or Chemistry in its curriculum.

Aplicación de una propuesta de enseñanza sobre el tema "Disoluciones" en la escuela secundaria. Un estudio de caso

Abstract A research group was formed by researchers of University of Santiago de Compostela (Spain), National University of Litoral and secondary school teachers (Santa Fe-Argentina). In this context, the effect of an instruction proposal on student learning, and how it affects teaching practices were investigated. The obtained results are exposed, related to student learning and in relation with the opinions, criteria and decision making of the teacher who applied the teaching sequence for the topic of solutions in one secondary school classroom.