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History of sciences in the teaching of botany : cultural approaches in pre-service formation of science and biology teachers

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Thailine Aparecida de Lima
Total Authors: 1
Document type: Master's Dissertation
Institution: Universidade Estadual de Campinas (UNICAMP). Instituto de Física Gleb Wataghin
Defense date:
Examining board members:
Ermelinda Moutinho Pataca; Mauricio Compiani
Advisor: Silvia Fernanda de Mendonça Figueirôa; Fernando Santiago dos Santos

Many articles and investigations show the problems involved in botany teaching from the initial levels to higher education. Among the main criticisms, the teaching based on memorization of scientific terms and disconnected from historical and social contexts stands out. To enable a new look and new practices for Botany¿s teaching that helps overcome the difficulties faced by the area, the present dissertation investigates the potential of introducing elements of the History of Science and Botany to contribute to the amelioration of the teaching of that topic. It uses historical, scientific drawings selected from the collection of the National Museum of Natural History and Science (MUHNAC) of the University of Lisbon, as support for Botany classes taught to pre-service Science and Biology teachers at the Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (São Roque campus), in association with other materials of primary origin and digital platforms. Also, it is worth mentioning that drawings have been gaining space as a methodological option that allows the insertion of debates about the nature of science in teaching. In the case of botanical drawings, it is possible to discuss the origin and importance of the illustrated plants and the botanical knowledge contemporary to the time of their manufacture. The images selected and used in the course of the present research, for the most part, resulted from expeditions performed between the 18th and 19th centuries, sponsored by the Portuguese Crown to their colonial dominions, at the heart of political and economic disputes with other imperial powers. By studying plants¿ circulation routes, it is possible to understand the uses, cultures, and powers exercised by empires, strongly intermingling scientific activity and other spheres of social, political, and economic life. Our working hypothesis is that the insertion of broader historical and contextual perspectives will give new meaning to Botany¿s teaching, still highly problematic. Our investigation concludes that there are effective ways of incorporating the History of Sciences in science teaching and pre-service teacher education by understanding and debating students¿ previous conceptions. The scientific drawings proved to be relevant instruments that effectively connect history, botany, and creativity (AU)