27 novembre 2018
http://creativecommons.org/licenses/by-nc/ , info:eu-repo/semantics/OpenAccess
W. Queirós et al., « THE STATE OF THE ARTOF RESEARCH ON THE TRAINING OF TEACHERS BY MEANS OFHISTORICAL, PHILOSOPHICAL AND SOCIOLOGICAL ELEMENTS OF SCIENCE IN SCIENCE TEACHING JOURNALS », HAL-SHS : histoire, philosophie et sociologie des sciences et des techniques, ID : 10670/1.j36834
The importance of introducing historical, philosophical and sociological aspects of science in teacher training has been widely debated by scientific educators. Researchers believe that the introduction of these themes as well as serving as an alternative to science teaching contributes to scientific literacy and can help to correct deformed visions of scientific work. In this work was done a documentary analysis where we analyze the state of the art of the use of History, Philosophy and Sociology of Sciences. In particular, we searched for articles that did some kind of intervention. The corpus of the research was constructed by Aqualis’journals in the area of education. The results show that there are still few works with intervention in this theme and, in the few papers identified, the sociological aspects are minority. Another important result concerns the analysis of pre-and post-tests of knowledge. Researchers prefer purely qualitative analyzes and do not introduce statistical elements to test the reliability of these tests.