A relação entre a história da ciência no ensino de biologia e seu descompasso em relação à prática

Abstract

Neutral visions, misconceptions and the epistemology both teachers and students about the nature of science became the scientific tradition into an isolated community of genius, linear and decontextualized. The History and Philosophy of Science arise aiming to aid in the understanding of science and to reveal knowledge beyond the default phenomena and barriers passed over the years by traditional education, providing a holistic view of the social, political and philosophical aspects of this field. In this sense, the initial training takes an important role in ensuring the requirements of the legislation on the inclusion of disciplines focused on epistemology and History of Science in the curriculum of training courses. Therefore, this study aimed to understand the knowledge of formed biologists about science and their attitudes regarding the use of History of Science in education. We applied a closed questionnaire to 15 biologists as research subjects and the data from this questionnaire were quantitatively analyzed. It was possible to observe that subjects attach great value to the History and Philosophy of Science, on the other hand, their responses suggest an inconsistency with practice according as they demonstrate insecurity or lack significant for its use in the classroom. Key words: epistemology. science. conceptions. historical context. teachers. teaching.